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Mathematics K–10
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Table of contents
Table of contents................................................................................................................................4

Mathematics K–10.............................................................................................................................6

Teaching advice for Stage 4...........................................................................................................6

Teaching advice for Computation with integers.........................................................................6

Teaching advice for Fractions, decimals and percentages........................................................9

Teaching advice for Ratios and rates.......................................................................................13

Teaching advice for Algebraic techniques................................................................................16

Teaching advice for Indices......................................................................................................18

Teaching advice for Equations.................................................................................................21

Teaching advice for Linear Relationships................................................................................24

Teaching advice for Length......................................................................................................26

Teaching advice for Right-angled triangles (Pythagoras’ theorem).........................................29

Teaching advice for Area.........................................................................................................31

Teaching advice for Volume.....................................................................................................34

Teaching advice for Angle relationships...................................................................................36

Teaching advice for Properties of geometrical figures.............................................................38

Teaching advice for Data classification and visualisation........................................................40

Teaching advice for Data analysis...........................................................................................42

Teaching advice for Probability................................................................................................44

Teaching advice for Stage 5........................................................................................................46

Teaching advice for Financial Mathematics A..........................................................................46

Teaching advice for Financial Mathematics B..........................................................................49

Teaching advice for Algebraic techniques A............................................................................52

Teaching advice for Indices A..................................................................................................55

Teaching advice for Equations A..............................................................................................57

Teaching advice for Linear relationships A..............................................................................59

Teaching advice for Linear relationships B..............................................................................62

Teaching advice for Non-linear relationships A........................................................................64

Teaching advice for Non-linear relationships B........................................................................66

Teaching advice for Numbers of any magnitude......................................................................68

Teaching advice for Trigonometry A........................................................................................70

Teaching advice for Trigonometry B........................................................................................72

 Teaching advice for Area and surface area A..........................................................................74

Teaching advice for Volume A.................................................................................................77

Teaching advice for Properties of geometrical figures A..........................................................79

Teaching advice for Data analysis A........................................................................................81

Teaching advice for Data analysis B........................................................................................83

Teaching advice for Probability A.............................................................................................85

Teaching advice for Variation and rates of change A (Path)....................................................88

Teaching advice for Variation and rates of change B (Path)....................................................91

Teaching advice for Algebraic techniques B (Path).................................................................93

Teaching advice for Algebraic techniques C (Path).................................................................96

Teaching advice for Indices B (Path).......................................................................................98

Teaching advice for Indices C (Path).....................................................................................100

Teaching advice for Equations B (Path).................................................................................102

Teaching advice for Equations C (Path).................................................................................104

Teaching advice for Linear relationships C (Path).................................................................106

Teaching advice for Non-linear relationships C (Path)...........................................................108

Teaching advice for Polynomials (Path).................................................................................110

Teaching advice for Logarithms (Path)..................................................................................112

Teaching advice for Functions and other graphs (Path)........................................................114

Teaching advice for Trigonometry C (Path)...........................................................................116

Teaching advice for Trigonometry D (Path)...........................................................................119

Teaching advice for Area and surface area B (Path).............................................................122

Teaching advice for Volume B (Path).....................................................................................124

Teaching advice for Properties of geometrical figures B (Path).............................................126

Teaching advice for Properties of geometrical figures C (Path).............................................129

Teaching advice for Circle geometry (Path)...........................................................................131

Teaching advice for Introduction to networks (Path)..............................................................133

Teaching advice for Data analysis C (Path)...........................................................................135

Teaching advice for Probability B (Path)................................................................................138

Glossary.........................................................................................................................................140

Mathematics K–10 Terms..........................................................................................................140

Global Terms..............................................................................................................................176
Mathematics K–10
Teaching advice for Stage 4
Teaching advice for Computation with integers
Content
§ Computation with integers

Teaching advice

Key ideas
Students:

§ locate positive and negative integers on a number line

§ order integers
§ compare integers using inequality symbols
§ apply the 4 operations to positive and negative integers
§ solve problems by calculating with integers and order of operations

Key terms
§ division
§ magnitude
§ integers
§ addition
§ subtraction
§ multiplication
§ operation

Background knowledge
§ Repeated addition
§ Order of operations
§ Number lines
§ Number patterns

Mathematics K–10 Page 6 of 179

Making connections

Connections Outcome or Stage

Operations involving positive and negative integers are used in Stage 4 Algebraic
algebraic expressions, formulae and equations. Techniques

Stage 4 Linear
Integers are used to identify and plot points on the Cartesian plane.
Relationships

Stage 6 Num CEC 1.1

Operations involving positive and negative integers are used in
Stage 6 Num CEC 3.3.3
finance, time, temperature and motion.
Stage 6 Num CEC 3.4.3

Stage 6 Num CEC 1.4

Addition and subtraction of positive and negative integers can be Stage 6 Num CEC 3.4.2
applied to UTC and time differences. Stage 6 Mathematics
Standard 2

Integers are used in measuring the temperature of substances and Stage 4 Science
balancing chemical equations. Stage 5 Science

Stage 6 Mathematics
Integers are used to represent size and direction of physical Advanced
quantities (vectors) such as displacement, velocity and acceleration. Stage 6 Mathematics
Extension 1

Representation of integers on a number line is used to determine Stage 6 Mathematics

their absolute value. Advanced

Using customary or contemporary Aboriginal stories to create a

Aboriginal and Torres
number sentence to model the mathematical story such as ‘How
Strait Islander histories
many fish were caught in the fish traps and of these fish, how many
and cultures
fish were taken to eat?’

Integers are used to show an increase or decrease in the amount of

Stage 4 Science
heat energy possessed by particles.

Integers are used to compare positions above and below sea level,
Stage 4/5 Geography
temperatures in different climates and life expectancy.

Integers are used to record time in years, changes in weights, results

compared to records or personal bests, and in golf when comparing Real-world applications
scores to par.

Represents whole number integers on a number line, connects to Stage 3 Represents

Stage 3. Numbers B

Operations involving positive and negative integers are used in Stage 4 Fractions,

Mathematics K–10 Page 7 of 179

 Decimals and
comparing and ordering negative fractions.
Percentages

Non-routine problem solving

§ Find the largest possible number which can be made from 4 numbers using:
Ÿ the 4 operations
Ÿ the 4 operations and grouping symbols
§ Give an example of an equation where the parentheses change the result of the computation.
§ The product of 4 integers is 100. What are the possible sums of these 4 integers if they are:
Ÿ all positive?
Ÿ all negative?
Ÿ either positive or negative?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 8 of 179

Teaching advice for Fractions, decimals and percentages
Content
§ Fractions, decimals and percentages

Teaching advice

Key ideas
Students:

§ compare fractions using equivalence

§ round decimals to a specified degree of accuracy
§ identify terminating and recurring decimals
§ define rational and irrational numbers
§ order fractions, decimals and percentages and locate them on a number line
§ convert between fractions, decimals and percentages
§ represent operations with fractions
§ express one quantity as a fraction, decimal or percentage of another
§ solve problems involving the 4 operations on fractions and decimals
§ solve problems involving percentages, including financial problems

Key terms
§ fraction
§ rational number
§ improper fraction
§ decimal
§ highest common factor (HCF)
§ percentage
§ numerator
§ recurring decimal
§ number line
§ denominator
§ terminating decimal
§ integer
§ equivalent

Background knowledge
§ The concepts of fractions are covered in Stages 1 to 3
§ Order of operations
§ Decimal place value
§ Multiplication and division of decimals by powers of 10
§ Benchmark fractions, decimals and percentages (10%, 25%, 50%, 75%, 100%)

Mathematics K–10 Page 9 of 179

Making connections

Connections Outcome or Stage

Stage 6 Num CEC 2.5

Stage 6 Num CEC
4.2.2
Stage 4 Probability
Fractions, decimals and percentages are useful ways to express Stage 5 Probability A
probabilities. and B
Stage 6 Mathematics
Standard
Stage 6 Mathematics
Advanced

Stage 4 Right-angled
Irrational numbers connect to Pythagoras’ theorem. The number
Triangles (Pythagoras’
√2 arises as the hypotenuse of a right-angled triangle of side length 1.
theorem)

The irrational number π is the ratio of circumference to diameter in a

Stage 4 Length
circle.

Decimals are used in everyday life, for example fuel prices represented Stage 6 Num CEC
as 151.9c. 2.1.2

Stage 6 Num CEC

Fractions are used in everyday life, for example recipes.
2.1.1

Percentages are used in everyday life, for example when purchasing

Stage 6 Num CEC 3.1
goods.

Stage 6 Num CEC

Percentages are linked to key ideas in finance, such as:
3.3.1
§ GST, profit and loss, and best buys
Stage 5 Financial
§ simple and compound interest, and depreciation
Mathematics A and B
§ dividend yield
Stage 6 Mathematics
§ taxation
Standard

Stage 5 Numbers of
Any Magnitude
Error in measurements involves calculating with percentages.
Stage 6 Mathematics
Standard

Stage 6 Num CEC

Percentage change can be calculated using statistical data.
4.2.1

Fractions are used in reading and interpreting musical note values Stage 4 Music
such as semiquavers, quavers, crotchets, minims and semibreves.
Musicians indicate fraction values by tails on the stems of notes or by

Mathematics K–10 Page 10 of 179

 contrasting open and closed notes.

Aboriginal and Torres

Identifying the percentage of bush tucker or native plants used in food
Strait Islander
products.
histories and cultures

Fractions, decimals and percentages are used: when comparing time

related to work, leisure and rest; in calculating the height/weight ratio
Real-world
when analysing body composition; in assessing the effect of exercise
applications
on the body by measuring the increase in pulse rate and body
temperature.

Rounding of decimals is important for the ordering of decimals and Stage 6 Num CEC
estimation. 2.1.2

Stage 6 Num CEC

Conversion between fractions and decimals.
2.1.3

Stage 5 (Core)
Fractions are used with algebraic techniques. Algebraic Techniques
–A

Stage 4 Ratios and

Ratios can be expressed as fractions of a whole.
rates

Stage 5 Numbers of
Decimals are important in understanding how to express numbers in Any Magnitude
scientific notation. Stage 6 Mathematics
Standard

Fractions are important in using formulae such as Blood Alcohol

Stage 6 Mathematics
Content (BAC) and calculating required medication dosages using
Standard
Fried’s, Young’s or Clark’s formula.

Stage 3 Representing
Compare common fractions with related denominators.
Quantity Fractions – B

Use equivalence to add and subtract fractional quantities (related Stage 3 Representing
denominators). Quantity Fractions – B

Non-routine problem solving

§ Can a unit fraction always be written as the sum of 2 different unit fractions? Which unit
fractions can be written as the sum of 2 different unit fractions in more than one way? Which
unit fractions can only be written in one way?
1 3
§ A certain fraction is greater than 1 and less than 1 . If the denominator of this fraction is 30,
3 5
how many possible values are there for the numerators?
1 1 1
§ If = + where A and B are different whole numbers, find 4 different values of A and B.
6 A B
Mathematics K–10 Page 11 of 179
§ Consider the side length of a square whose area is 2 square units. Between which 2 whole
numbers does the side length lie? Between which 2 decimal numbers (to one decimal place)
does the side length lie? Show the position of the side length on a number line. Approximate
the side length using digital tools.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 12 of 179

Teaching advice for Ratios and rates
Content
§ Ratios and rates

Teaching advice

Key ideas
Students:

§ explain the difference between a ratio and a rate

§ simplify ratios and rates
§ solve problems involving ratio, including using the unitary method
§ divide quantities in a given ratio
§ convert between rates
§ solve rate problems including best buys
§ interpret and construct distance–time graphs

Key terms
§ rate
§ ratio

Background knowledge
§ Conversion of units of measurement and time
§ Simplifying fractions using HCF

Mathematics K–10 Page 13 of 179

Making connections

Connections Outcome or Stage

π is the ratio of circumference to diameter in a circle. Stage 4 Length

Solving word problems involving rates connects to multiplication Stage 3 Multiplicative

and division. relations B

Stage 5 Properties of
geometrical figures A
Stage 6 Num CEC 4.1.2
Ratios are used in the application of scales and maps.
Stage 6 Mathematics
Standard
Stage 5 Geography

Scales are used to describe differences in size of and distance

Stage 4 Science
between structures making up the universe.

Stage 4 Visual Arts

Ratios are used when looking at enlargements and reductions in Stage 4 Visual Arts
artworks and photographs and in copying pictures using scale (Ceramics)
grids. Stage 5 Visual Design
Stage 5 Photography

Ratios are used in the mixing of agricultural chemicals, herbicides,

Stage 6 Num CEC 4.1.2
sprays and drenches.

Rates are used in unit pricing, which is important in purchasing

decisions, eg when comparing the cost-effectiveness of different Stage 6 Num CEC 4.1.1
options.

Rates are used to describe motion and calculating speed, Stage 6 Mathematics
distance and time. Standard

Ratio is connected to customary and contemporary Aboriginal and Aboriginal and Torres Strait
Torres Strait Islander maps, artworks or artefacts, eg identifying Islander histories and
the scale used to represent real-life places. cultures

Stage 4 Fractions, decimals

Ratios can be expressed as fractions of a whole.
and percentages

Stage 5 Trigonometry A
Stage 6 Mathematics
Ratios are important in Trigonometry such as trigonometric ratios
Standard
of sine, cosine and tangent.
Stage 6 Mathematics
Advanced

Ratios are needed to solve problems involving scale factors in Stage 5 Properties of

Mathematics K–10 Page 14 of 179

 geometrical figures A
similar figures. Stage 6 Mathematics
Standard

Distance–time graphs connect to linear relationships in real-life Stage 4 Linear

contexts. relationships

Stage 5 Variation and rates

of change B
Stage 6 Mathematics
Distance–time graphs connect to rates of change.
Advanced
Stage 6 Mathematics
Extension

Non-routine problem solving

§ A person takes 3 hours to paint a room and another person takes 5 hours to paint a room. How
long will it take them to paint a room if they work together?
§ Present a case for speed changes in wet conditions.
§ I have 2 tins of paint in different shades of green. Both tins are exactly the same size. The first
is a mix of green and white paint in the ratio 1:3. The second is a mix of green and white paint
in the ratio 1:7. What is the ratio of green to white paint if we combine the 2 tins of paint?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 15 of 179

Teaching advice for Algebraic techniques
Content
§ Algebraic techniques

Teaching advice

Key ideas
Students:

§ use pronumerals to represent numbers

§ apply the associative, commutative and distributive laws to algebraic expressions
§ create algebraic expressions
§ substitute into algebraic expressions
§ generate number patterns from algebraic expressions
§ identify like terms and simplify algebraic expressions involving the 4 operations
§ expand and simplify algebraic expressions
§ factorise algebraic expressions

Key terms
§ operation
§ commutative property
§ factor
§ factorise
§ pronumeral
§ pattern
§ algebraic expression
§ associative law
§ distributive law

Background knowledge
§ Order of operations
§ Continuing a number pattern
§ Multiplicative relations

Mathematics K–10 Page 16 of 179

Making connections

Connections Outcome or Stage

Stage 2 Multiplicative
relations A and B
The associative, commutative and distributive laws used in the Stage 3 Multiplicative
arithmetic of numbers are applicable to algebra in the same way. relations A and B
Stage 4 Computation with
integers

Stage 3 Multiplicative
Factorise numbers to aid mental multiplication.
relations A

Stage 4 Fractions,
Determine the highest common factor (HCF) of 2 whole numbers.
decimals and percentages

Stage 4 Computation with

Algebraic expressions will involve directed numbers.
integers

Stage 4 Area
Algebraic expressions are used in area and volume calculations.
Stage 4 Volume

The generation of a number pattern from an algebraic expression Stage 4 Linear

leads into graphing. relationships

Stage 4 Equations
Simplifying algebraic expressions is used when solving equations.
Stage 5 Equations

In spreadsheets, cell references act as pronumerals in formulae. Real-world applications

Non-routine problem solving

§ If a term has 3, 7, x and y as its factors find as many other factors of this term as possible.
§ A student was asked to simplify 4y + 8y + 2. Their answer was 14y. How would you prove to
the student that their answer is wrong?
§ Write down a 2-digit number, then reverse the digits and add the 2 numbers. Compare your
results with others in the class. Explain why the only possible sums are multiples of 11 and
why the result is always 11 times the sum of the 2 digits.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 17 of 179

Teaching advice for Indices
Content
§ Indices

Teaching advice

Key ideas
Students:

§ interpret and express whole numbers in index notation with positive-integer indices
§ identify and apply the basic index laws, including the zero index, with numerical examples
§ calculate and simplify numerical expressions involving squares, cubes, square roots and cube
roots
§ identify the inverse relationship between square and square root, and cube and cube root

Key terms
§ exponential
§ indices
§ index
§ square numbers
§ square root
§ base
§ cube root
§ prime factors

Background knowledge
§ Integers and arithmetic operations
§ Order of operations
§ Factors, division and multiplication
§ Prime numbers
§ Inverse operations

Mathematics K–10 Page 18 of 179

Making connections

Connections Outcome or Stage

Stage 4 Algebraic
techniques
Expressing numbers in index notation with prime factors connects Stage 5 Algebraic
to factorisation, which will be extended into an algebraic context. techniques B
Stage 5 Algebraic
techniques C

Square and cube numbers connect to measurement in Stage 4 Area

applications to area and volume. Stage 4 Volume

Indices are used to represent very large and very small numbers Stage 5 Numbers of any
such as distances in space and microscopic information about Magnitude
cells and blood. Stage 4 Science

Using indices to represent the distance between the Emu Aboriginal and Torres Strait
constellation and Earth at different times of the year, which is used Islander histories and
to measure the time of the year in terms of seasons. cultures

Square roots are used to represent surds. Stage 5 Indices C

Natural phenomena such as the pH scale and Richter scale for Stage 5 Science
earthquakes involve properties of indices. Stage 5 Logarithms

Stage 5 Non-linear
Exponential growth is represented using indices.
relationships A

Model square numbers and record in numerical and diagrammatic Stage 2 Multiplicative
form. relations

Non-routine problem solving

§ Present the legendary story of Sissa Ben Dahir who invented the game of chess. The king of
India was impressed and granted him any reward. Sissa Ben Dahir chose a seemingly foolish
reward: one grain of rice on the first square of the chessboard, then 2 on the second square,
then 4 on the third square, then 8 on the fourth square and so forth. The king granted him his
request … but who was the fool in the end?
§ The following pattern uses prime factorisation:
2
12=2 ×3
2 4 2
12 =2 × 3
3 6 3
12 =2 ×3
Use the pattern to represent the prime factorisation of 124 and 1210. Find a general rule for the
prime factorisation of 12n.

§ Using the digits 1 to 9, at most once each, create an expression of the form
√ □ □ □−❑√ □ □−❑√ □ with a value as close to zero as possible.
❑

Mathematics K–10 Page 19 of 179

§ Explain how you can use prime factorisation to find the HCF of any 2 numbers.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 20 of 179

Teaching advice for Equations
Content
§ Equations

Teaching advice

Key ideas
Students:

§ recognise the difference between algebraic expressions and equations

§ solve linear equations involving up to 2 steps
§ solve simple quadratic equations of the form 𝑎𝑥2 = 𝑐
§ translate word problems into equations and solve
§ solve equations arising from substitution into formulas
§ verify solutions by substitution

Key terms
§ linear equation
§ inverse operation
§ quadratic equation
§ operation
§ equation
§ algebraic expression
§ square root

Background knowledge
§ Inverse operations
§ Simplifying algebraic expressions
§ Substituting into algebraic expressions
§ Square numbers and square roots

Mathematics K–10 Page 21 of 179

Making connections

Connections Outcome or Stage

Completing number sentences that involve more than one

Stage 3 Multiplicative relations
operation by calculating missing numbers connects to
B
equations.

Identifying and using inverse operations to assist with the Stage 3 Multiplicative relations
solution of number sentences connects to equations. B

Solving equations involves inverse operations and basic

Stage 4 Algebraic Techniques
algebra skills.

Solving linear equations can involve applying graphs of linear

Stage 4 Linear relationships
relationships.

Solving simple quadratic equations connects to square

Stage 4 Indices
numbers and negative numbers.

Substitution into formulas is used to calculate area and volume.

Stage 4 Area
Conversely, the area model can be used to understand
Stage 4 Volume
quadratics.

Stage 4 Right-angled
Solving simple quadratic equations is used when applying
Triangles (Pythagoras’
Pythagoras’ Theorem.
theorem)

Quadratic equations of the form 𝑎𝑥2 = 𝑐 connect to non-linear Stage 5 Non-Linear

graphs (parabolas). Relationships A

Computing Technology 7–10

Formulas are used in spreadsheets.
Real-world applications

Formulas are used to represent real-life phenomena such as

Stage 4 Science
density, force and temperature conversion.

Formulas are used in financial applications such as simple Stage 5 Financial

interest, compound interest, depreciation and taxation. Mathematics A and B

Stage 6 Mathematics
Blood Alcohol Content (BAC) calculations involve formulas. Standard
Stage 5 PDHPE

Non-routine problem solving

§ Create a variety of equations that have the solution x=6 .
□ □
§ Using integers, find an equation of the form x +□=□ x + which has (i) one solution, (ii) no
□ □
solutions, (iii) infinitely many solutions.

Mathematics K–10 Page 22 of 179

§ Think of a number. Multiply by 3. Add 5. Subtract the number you first thought of. Subtract 3.
Divide by 2. Subtract 1. Explain why the answer is the number that you first thought of.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 23 of 179

Teaching advice for Linear Relationships
Content
§ Linear relationships

Teaching advice

Key ideas
Students:

§ identify and plot points on the Cartesian plane

§ represent geometric patterns and number patterns using tables of values
§ graph a line on a Cartesian plane using a table of values and graphing applications
§ graph the points from the table of values on a number plane and join the points to demonstrate
a linear relationship
§ move flexibly between different forms of a linear relationship
§ generate an algebraic rule to describe the number pattern observed
§ solve linear equations by applying graphs of linear relationships using graphing applications
§ find the point of intersection of 2 intersecting lines

Key terms
§ Cartesian plane
§ gradient
§ linear relationship
§ non-linear
§ coefficient
§ point
§ constant
§ coordinates
§ intercept

Background knowledge
§ Simple number patterns
§ Creating algebraic expressions
§ Substitution into algebraic expressions and basic formulas
§ Using pronumerals to represent numbers
§ Solving simple linear equations

Mathematics K–10 Page 24 of 179

Making connections

Connections Outcome or Stage

Using and generating algebraic equations to represent patterns Stage 4 Algebraic

connects to basic algebra skills. Techniques

Using graphs to solve linear equations connects to solving simple

Stage 4 Equations
equations algebraically.

Stage 4 Ratios and Rates

Linear relationships are related to the concept of change, for
Stage 5 Variation and
example to time and distance for travel and migrations and
rates of change A and B
changes in populations.
Stages 4/5 Geography

Stage 4 Data Analysis

Recording experimental and researched data in tables of values Stage 5 Data Analysis C
and presenting them as graphs involves linear relationships. Stages 4/5 Science
Stages 4/5 Geography

Stage 3 Multiplicative
Use a given geometric pattern involving multiples to create a table relations B
of values. This links through to sequences and series in Stage 6. Stage 6 Mathematics
Advanced

Stage 3 Multiplicative
Describing the relationship between the bottom number and the top
relations B
number in a table links through to arithmetic sequences and series
Stage 6 Mathematics
in Stage 6.
Advanced

Stage 3 Geometric
Use the 4 quadrants of the coordinate plane.
measure B

Non-routine problem solving

§ Conduct pattern investigations relating number planes and nature, eg Fibonacci sequence on
bee colonies, sunflowers, spiral shells and the ‘golden ratio’.
§ Use digital tools to determine and explain the differences between equations that represent
linear relationships and those that represent non-linear relationships.
§ If the sum of 2 numbers is 19 and their difference is 5, find the 2 numbers graphically.
§ ‘All straight-line graphs are linear functions.’ Is this statement true or false? Justify your
answer.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 25 of 179

Teaching advice for Length
Content
§ Length

Teaching advice

Key ideas
Students:

§ solve problems by finding the perimeter of plane shapes and composite figures involving
quadrilaterals
§ identify parts and features of a circle
§ find the relationship between the diameter and circumference of a circle
§ use the formulas C=π d and C=2 π r to solve problems involving circumference
θ
§ use the formula l= × 2 π r to solve problems involving arc length
360
§ solve problems by finding the perimeter of sectors and composite figures involving sectors

Key terms
§ perimeter
§ circumference
§ radius
§ rhombus
§ sector
§ chord
§ kite
§ composite
§ arc
§ tangent
§ pi
§ angle
§ segment
§ approximate
§ ratio
§ subtend
§ parallelogram
§ circle
§ diameter
§ trapezium

Background knowledge
§ Perimeters
§ Side properties of special quadrilaterals
§ Ratios
§ Comparing part to whole in a fraction
§ Calculating fractions
§ Angle sum of a revolution is 360°
§ Substitution into formulas
§ Solving one-step linear equations
Mathematics K–10 Page 26 of 179
§ Rounding numbers to specified number of decimal places
§ Conversion between metric units

Making connections

Connections Outcome or Stage

Stage 4 Fractions,
Decimals and
Arc lengths and perimeter of sectors directly connect to fractions, and
Percentages
eventually radian conversions.
Stage 6 Mathematics
Advanced

Stage 3 Geometric
Measure lengths to find perimeters.
measure A

Finding radii given circumferences or arc lengths connects to simple

Stage 4 Equations
linear equations.

Stage 4 Fractions,
The concept of irrational numbers is also covered in fractions and Decimals and
indices (path). Percentages
Stage 5 Indices C

The relationship between the radius (or diameter) and circumference of

Aboriginal and
a circle connects to the variation in sounds produced in different-sized
Torres Strait Islander
Aboriginal and Torres Strait Islander instruments such as clap sticks,
histories and cultures
yidaki or the warup.

Stage 4 Right-angled
Triangles
Perimeters of plane shapes may involve the use of Pythagoras’ theorem.
(Pythagoras’
theorem)

Stage 3 Geometric
measure A
Calculation of perimeters of sporting fields, recreation parks, yarning
Stage 6 Num CEC
circle spaces and farms involves selecting and using appropriate
1.3
equipment, measuring tools and methods to make accurate
Stage 6 Num CEC
observations and measurement, recording observations and
1.3
measurements, and using appropriate units and abbreviations.
Stage 6 Num CEC
2.4

Distances between 2 points on the equator can be found through

Stage 6 Mathematics
calculations of arc lengths, involving latitude and longitude, and
Standard 2
knowledge of the radius of the Earth.

Fieldwork involves observing, measuring, collecting and recording

Stage 4/5
information outside the classroom. Students use fieldwork instruments
Geography
such as measuring devices, maps, photographs, compasses, GPS.

Mathematics K–10 Page 27 of 179

Non-routine problem solving
§ Compare the perimeter of a regular hexagon inscribed in a circle with the circle’s
circumference to demonstrate that π >3 .
§ Determine the difference in the distance travelled by a particle on the end of the hour hand,
and one on the end of the minute hand of an analog clock.
§ Examine the idea of an imaginary belt around the equator. This belt would touch the Earth at
all points on its circumference (assuming the Earth was a perfect sphere or ball and had a
radius of 6400 km). One metre is added to the length of the belt which would result in a small
gap between the Earth and the belt. How wide is the gap between the Earth and the belt?
§ Some tennis balls are sold in cylinders of 3 balls. Will the height of a cylinder that holds 3
tennis balls be greater than or less than its circumference? Justify your answer.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 28 of 179

Teaching advice for Right-angled triangles (Pythagoras’ theorem)
Content
§ Right-angled triangles (Pythagoras’ theorem)

Teaching advice

Key ideas
Students:

§ identify the hypotenuse in a right-angled triangle

§ define Pythagoras’ theorem
§ apply Pythagoras’ theorem to find the unknown length of a side of a right-angled triangle
§ apply Pythagoras’ theorem to solve practical problems
§ apply the converse of Pythagoras’ theorem to test whether a triangle is right-angled
§ identify Pythagorean triads

Key terms
§ hypotenuse
§ square root
§ Pythagoras’ theorem
§ Right-angle
§ approximate
§ converse
§ square numbers

Background knowledge
§ Substitution into algebraic expressions and formulas
§ Squares and square roots of numbers
§ Solving simple quadratic equations in the form x 2=c
§ Order of operations and addressing common misunderstandings (eg 32 + 42 ≠ ( 3+ 4 )2 and
√ 52−42 ≠5−4 )
❑

§ Rounding numbers to a specified degree of accuracy

Mathematics K–10 Page 29 of 179

Making connections

Connections Outcome or Stage

Stage 4 Length
Pythagoras’ theorem connects to perimeters and areas involving plane Stage 4 Area
shapes. Stage 6 Mathematics
Standard 2

The length of an interval joining 2 points on the Cartesian plane and Stage 5 Linear
the distance formula are derived using Pythagoras’ theorem. Relationships A

Stage 5 Paths Non-

Pythagoras’ theorem is used to establish the equation of a circle with
Linear Relationships C
centre as the origin, the radius 𝑟 and the graph of equations of the form
Stage 6 Mathematics
𝑥2 + 𝑦2 = 𝑟2.
Advanced

Stage 5 Trigonometry
Stage 6 Mathematics
Pythagoras’ theorem may be used in solving practical problems
Standard 2
involving right-angled triangles and trigonometry.
Stage 6 Mathematics
Advanced

Stage 6 Mathematics
Connection to common content between Mathematics Standard 2 and
Standard 2
Mathematics Advanced to solve practical trigonometry problems
Stage 6 Mathematics
involving right-angled and non-right-angled triangles.
Advanced

Pythagoras’ theorem is used in architecture and building such as roof Stage 6 Engineering
pitch and pyramids. Studies

Pythagoras’ theorem is used in navigation and the flight paths of Stage 5 Trigonometry
aircraft and mapping the navigation of ships B

Right-angled triangles are important in sewing or quilting and in the

Stage 4 Technology
use of timber.

Non-routine problem solving

§ Does Pythagoras’ theorem only work with squares? Explore what happens when we replace
squares with semicircles. Do any other shapes work? Why/why not?
§ Apply Pythagoras’ theorem to find the height of an equilateral triangle and then derive the
formula for the area of any equilateral triangle.
§ Use Pythagoras’ theorem to find the straight-line distance between 2 locations. Compare this
to the distance travelled by road. Will it always be shorter?
§ A right-angled isosceles triangle has a square drawn along each of its sides. The sum of the
areas of the squares is 50 cm2. What is the area of the triangle?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 30 of 179

Teaching advice for Area
Content
§ Area

Teaching advice

Key ideas
Students:

§ apply formulas to find the area of triangles, rectangles, parallelograms, trapeziums,

rhombuses, kites, circles and sectors
§ find the areas of composite shapes consisting of triangles, rectangles and parallelograms
§ find the areas of sectors and related composite shapes
§ use and convert between appropriate units of measurement

Key terms
§ quadrilateral
§ triangle
§ sector
§ circle
§ parallelogram
§ hectare
§ trapezium
§ kite
§ rectangle
§ rhombus

Background knowledge
§ Combine, split and rearrange shapes to determine the area of parallelograms and triangles
§ Using metric units for length
§ Ratios
§ Comparing part to whole in a fraction
§ Calculating a fraction of a quantity
§ Angle sum of a revolution is 360°
§ Substitution into formulas
§ Rounding decimals
§ Solving linear equations

Mathematics K–10 Page 31 of 179

Making connections

Connections Outcome or Stage

Stage 3 Two-
Find the area of composite figures (rectangles). dimensional spatial
structure B

Stage 3 Two-
Calculate the area of a parallelogram using subdivision and
dimensional spatial
rearrangement.
structure B

Stage 3 Two-
Determine the area of a triangle. dimensional spatial
structure B

Using multiplication of distances and dividing composite shapes into

Stage 6 Num CEC 1.3
known shapes.

Aboriginal and Torres

Circular areas may connect to gathering spaces in Aboriginal and
Strait Islander histories
Torres Strait Islander cultures.
and cultures

Stage 4 Data
Classification and
Calculating areas of sectors connects to fractions or parts of a whole Visualisation
and sector graphs. Stage 4 Fractions,
Decimals and
Percentages

Calculating areas of shapes is used in finding surface areas and Stage 4 Area
volumes of solids. Stage 4 Volume

Stage 5 Geography
Connecting rates to land areas to determine population density. Stage 4 Ratios and
Rates

Strong connections to agriculture include calculating field area

including irrigated circular crops as well as broadacre crops,
Real-world applications
conversion of area units, land area and application of fertiliser and
herbicides, density of stock, or plants for farming.

Connections to area exist in graphic design and works of art in terms

Stage 4 Visual Arts
of paper sizes.

Non-routine problem solving

§ Two triangles have an area of 18 cm2. Will they have the same perimeter? Justify your answer.
§ Compare various shapes with the same perimeter and ask questions related to their area such
as whether they have the same area. What would be the maximum possible area for a given
perimeter? What is the largest area for a given perimeter?
Mathematics K–10 Page 32 of 179
§ Create your name using exactly 100 square centimetres and at least one of each shape:
rectangle, trapezium, rhombus, triangle, kite and parallelogram. Why can’t you include circles
in this activity?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 33 of 179

Teaching advice for Volume
Content
§ Volume

Teaching advice

Key ideas
Students:

§ identify, describe and represent different views of a right prism

§ apply the formula to find the volume of a right prism
§ apply the formula to find the volume of a cylinder
§ choose appropriate units for volume and capacity and convert between them
§ identify the difference between volume and capacity and solve related problems

Key terms
§ capacity
§ perpendicular
§ cross-section
§ prism
§ cylinder
§ volume

Background knowledge
§ Visualisation, sketching and construction of three-dimensional objects, including prisms and
pyramids
§ Estimation and measurement of volumes and capacities
§ Substitution into a given formula
§ Metric units of length and area
§ Prefixes such as kilo and mega in real-world contexts
§ Calculation of the area of rectangles, triangles and circles

Mathematics K–10 Page 34 of 179

Making connections

Connections Outcome or Stage

Use of formula links to equations and solving one- and two-step Stage 4 Equations
equations. Stage 5 Equations A

Connect three-dimensional objects with two-dimensional Stage 3 Three-dimensional

representations. spatial structure A

Stage 3 Three-dimensional
Recognise the multiplicative structure for finding volume.
spatial structure B

Find the volumes of rectangular prisms in cubic centimetres and Stage 3 Three-dimensional
cubic metres. spatial structure B

Volume connects to the Brewarrina fish traps and the changing Aboriginal and Torres Strait
volume of water inside the rectangular traps at various times Islander histories and
throughout the year. cultures

Stage 4 Ratios and Rates

Many practical volume problems connects to rates such as
Stage 6 Mathematics
water flow.
Standard 1

Links to topographical maps in Geography – the shape of flood

plains affects the impact of flooding, including the rate that water Stage 4/5 Geography
rises and falls.

Stage 6 Num CEC 3.5

Plan view of 3D shapes links to house plans and construction,
Stage 6 Mathematics
including collection of rainfall runoff.
Standard 1

Stage 6 Num CEC 1.3

Volume calculations in everyday situations.
Technology 7–8

Capacity calculations in everyday situations. Stage 6 Num CEC 2.4

Non-routine problem solving

§ Compare a rectangular prism and a cylinder. Work out the volume of the rectangular prism and
compare it to a cylinder with the same height. Compare the surface areas of the 2 prisms to
compare maximum volume to minimum surface area. Recognise that prisms with the same
volume may have different surface areas, and prisms with the same surface area may have
different volumes.
§ Create a new package that minimises the surface area while maintaining the volume.
§ I have a box that is a rectangular prism. It has a volume of 60 cm2. What are the dimensions of
my box? What happens to the volume of my box if I double its dimensions?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 35 of 179

Teaching advice for Angle relationships
Content
§ Angle relationships

Teaching advice

Key ideas
Students:

§ use relevant notations, language and conventions for angle relationships, including parallel
and perpendicular lines
§ describe and identify geometrical properties for angles at a point
§ apply properties of parallel lines cut by a transversal to solve problems
§ determine and justify whether 2 lines are parallel
§ use given information to find sizes of unknown angles in a visual representation

Key terms
§ point
§ transversal
§ supplementary
§ reflex angle
§ line
§ parallel
§ adjacent angles
§ vertically opposite angles
§ ray
§ perpendicular
§ right angle
§ alternate angle
§ interval
§ vertex
§ straight angle
§ corresponding angles
§ angle
§ complementary angles
§ revolution
§ co-interior angles

Background knowledge
§ Identification and classification of angles by comparing to a right angle
§ Measurement and construction of angles, and identification of the relationships between
angles on a straight line and angles at a point

Mathematics K–10 Page 36 of 179

Making connections

Connections Outcome or Stage

Analysing the relationships formed by the intersection of straight Stage 3 Geometric

lines. Measure B

Properties of angles in parallel lines are used in trigonometry in

Stage 5 Trigonometry B
relation to angles of depression and bearings.

Stage 4 Properties of
Geometrical properties of angles at a point are used in art, building
Geometrical Figures
and construction, and tessellation using geometric shapes.
Stage 4 Visual Arts

Angles are used by Aboriginal Peoples and Torres Strait Islander Aboriginal and Torres Strait
Peoples in navigation, using both landmarks and celestial Islander histories and
navigation. cultures

Aboriginal Peoples’ customary dwellings use various design Aboriginal and Torres Strait
elements relating to particular angles and geometric figures Islander histories and
needed to construct dwellings that protect from the elements. cultures

Deductive reasoning is used in proofs involving numerical, Stage 5 Properties of

algebraic and trigonometric identities. Geometrical Figures A

Stage 5 Circle Geometry

Stage 6 Mathematics
Relevant notations and conventions and angle relationships are
Extension 1
used in circle geometry and vectors.
Stage 6 Mathematics
Extension 2

Angles associated with parallel lines are involved in many

Stage 6 Physics
scientific concepts including collisions, reflection and refraction.

Angles are considered when teaching students to make correct

shapes with their bodies in Dance Performance and when Stage 4 Dance
composing shapes in Dance Composition.

Non-routine problem solving

§ Use the properties of parallel lines and transversals to explain how ironing boards always
remain horizontal.
§ Examine Eratosthenes’ calculation of the circumference of the Earth using parallel line results.
§ Determine the properties required for a shape to tessellate. Test your theory by creating an
artwork from an irregular shape.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 37 of 179

Teaching advice for Properties of geometrical figures
Content
§ Properties of geometrical figures

Teaching advice

Key ideas
Students:

§ use relevant notations and conventions for naming and labelling triangles and quadrilaterals
§ classify, describe and use properties of triangles and quadrilaterals
§ prove and use the angle sum of a triangle and quadrilateral
§ solve numerical problems using properties of triangles and quadrilaterals

Key terms
§ quadrilateral
§ obtuse
§ rhombus
§ side
§ equilateral triangle
§ parallelogram
§ kite
§ length
§ isosceles triangle
§ rectangle
§ trapezium
§ acute angle
§ scalene triangle
§ square
§ right angle
§ triangle
§ interior angle

Background knowledge
§ Basic side and angle properties of triangles and quadrilaterals using measurement and
symmetry
§ Angle relationships
§ Solving equations

Mathematics K–10 Page 38 of 179

Making connections

Connections Outcome or Stage

Geometric shapes are used in design, architecture and building. Stage 6 Num CEC 3.5

Stage 3 Two-dimensional
Classify two-dimensional shapes and describe their properties.
spatial structure A

Deductive reasoning is used in proofs involving numerical, algebraic Stage 5 Properties of

and trigonometric identities. Geometrical Figures A

Properties of triangles and quadrilaterals are assumed knowledge

Stage 6 Mathematics
for Mathematics Advanced optimisation problems (applications of
Advanced
the derivative).

Stage 6 Mathematics
Properties of triangles and quadrilaterals are used in vector Extension 1
manipulation and vectors are used to prove geometric results. Stage 6 Mathematics
Extension 2

Non-routine problem solving

§ A cantilevered design is commonly used in toolboxes, fishing boxes and sewing boxes. Use
the properties of parallelograms to explain why the trays of these boxes stay horizontal as they
are opened, so that the contents do not spill.
§ Prove the geometrical properties of triangles and quadrilaterals using coordinate geometry,
with and without the use of digital tools.
§ Create a hierarchy of quadrilaterals based on their properties.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 39 of 179

Teaching advice for Data classification and visualisation
Content
§ Data classification and visualisation

Teaching advice

Key ideas
Students:

§ classify data as numerical (discrete or continuous) or categorical (nominal or ordinal)

§ display data using appropriate graphical representations including frequency histograms and
polygons, dot plots, stem-and-leaf plots, divided bar graphs, line graphs, sector graphs and
pictograms
§ interpret a wide variety of graphical representations and develop skills in graph comprehension
§ represent a single dataset using an infographic
§ identify and describe how graphical representations can be misleading

Key terms
§ data
§ numerical data
§ infographic
§ discrete variable
§ categorical variable
§ continuous variable
§ ordinal
§ graph
§ stem-and-leaf plot

Background knowledge
§ Construction of graphs and their features
§ Ability to work with simple datasets and create simple graphical representations
§ Understanding of scale and features of graph
§ Angle sum of a revolution is 360°

Mathematics K–10 Page 40 of 179

Making connections

Connections Outcome or Stage

Statistical examination of a particular 'variable' (a value or characteristic Stage 6 Num CEC

that changes for different individuals) is of fundamental importance and 4.2.1
is used widely in everyday situations in fields including education, Real-world
business, economics and government. applications

Interpret and compare a range of data displays. Stage 3 Data B

Interpret data presented in digital media and elsewhere. Stage 3 Data B

Data can be used to represent a range of information about Aboriginal

Aboriginal and Torres
and Torres Strait Islander Peoples, histories and cultures, such as
Strait Islander
maintenance and revival of languages over time, success of
histories and cultures
community-controlled health initiatives, Aboriginal-owned enterprises.

ABS population data related to Aboriginal Peoples may be connected to Aboriginal and Torres
the size of circles in Aboriginal artworks that represent the relative size Strait Islander
of local clan groups. The ratio of circles may also be used. histories and cultures

Graphical representations of data are used to process and analyse data Stages 4, 5 and 6
and information. Students may carry out investigations to test or Geography
research a problem or hypothesis and then record and analyse the data Stages 4, 5 and 6
and identify trends, patterns and relationships. Science

Stage 4, 5 and 6
Infographics, visual representations and various graphs are used in Science
many other subjects, in particular Science and Geography. Stage 4, 5 and 6
Geography

Stage 5 Data Analysis

Strong connections to Stage 5 Data Analysis A.
A

Non-routine problem solving

§ Use different representations of the same dataset to promote a given point of view or provide a
persuasive argument.
§ Predict changes to visualisations by manipulating datasets to purposely skew the data.
Examples include removing small or large data values at the boundaries and adding in outliers.
§ Research Benford’s Law and see how this distribution compares with real-life data such as
house numbers of people in their class or year group, populations of cities in a country, lengths
of longest rivers in the world or lead digits of several scientific constants.
§ Carry out a simple survey of the class. Come up with 3 or 4 ways to display the data. What
story does each display tell? When might one graphical representation be used in favour of
another?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 41 of 179

Teaching advice for Data analysis
Content
§ Data analysis

Teaching advice

Key ideas
Students:

§ calculate and compare the mean, median, mode and range for simple datasets
§ determine the most appropriate measure of centre for a dataset in the context of the data
§ identify and describe the effects of outliers on a dataset
§ describe the effect of clusters, gaps and outliers on the distribution shape of a dataset
§ analyse sets of data presented in a variety of ways
§ identify symmetry and skewness in data displays
§ discuss what conclusions can be drawn from the data presented and express the meaning of
that information

Key terms
§ data
§ mode
§ skewness
§ average
§ range
§ measure of centre
§ sample
§ mean
§ dataset
§ distribution
§ population
§ median
§ outliers
§ symmetrical distribution

Background knowledge
§ The term 'average', when used in everyday language, generally refers to the mean and
describes a 'typical value' within a set of data
§ Symmetry of shapes
§ Representations of single datasets

Mathematics K–10 Page 42 of 179

Making connections

Connections Outcome or Stage

Stage 6 PDHPE
Students could investigate real-world data such as COVID-19
Stage 5 Science
vaccination rates, or objective data relating to sporting performance.
Real-world applications

Interpret and compare different displays in terms of the distribution

Stage 3 Data B
shape, including the range and mode.

Data literacy and representing data collected from experiments, such

as chemical reactions and nutritional data is connected to this Stages 4, 5 and 6
outcome. It is important to synthesise, analyse and make decisions Science
and predictions.

Aboriginal and Torres Strait Islander Ranger groups collect and Aboriginal and Torres
analyse data, such as to identify and monitor animal and plant Strait Islander histories
populations and water quality. and cultures

Understanding when best to use mean, mode or median and their

differences is an important part of interpreting information in the Stage 6 Num CEC 4.2.1
media.

The skills to identify influences such as clusters, gaps and outliers

contribute to analysis of accuracy and misleading graphical Stage 5 Data Analysis A
representations.

Stage 6 Mathematics
Shapes of data displays are analysed when considering the normal Advanced
distribution and other probability and statistical distributions. Stage 6 Mathematics
Extension 1

Analysing data is key to tracking climate change and providing

Stage 6 Geography
information to the public.

Non-routine problem solving

§ A student’s test scores are 95, 82, 76 and 88. What score must they get on the fifth test in
order to achieve an average of 84 on all 5 tests?
§ Examine the use of stacked bar charts, area graphs and line graphs, discussing how they
represent larger categories that can be subdivided into smaller categories and how information
that can be obtained from these displays can be used for comparison.
§ Examine the spread of salaries in a single sports team. How do salaries vary within the team?
Compare the spread across different teams and across different sports.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 43 of 179

Teaching advice for Probability
Content
§ Probability

Teaching advice

Key ideas
Students:

§ list the sample space of an event

§ determine probabilities of single-step chance experiments as fractions, decimals or
percentages
§ recognise that the sum of the probabilities of all possible outcomes is 1
§ explore relative frequencies by repeating a chance experiment a number of times using digital
tools
§ determine probabilities for complementary events
§ compare theoretical and experimental probabilities using results from simulations

Key terms
§ probability
§ equally likely outcomes
§ relative frequency
§ sample space
§ bias
§ chance
§ complementary events

Background knowledge
§ The probability of an impossible event is 0, and a certain event has a probability of 1
§ All probabilities lie on a scale from 0 to 1
§ Conversions between fractions, decimals and percentages

Mathematics K–10 Page 44 of 179

Making connections

Connections Outcome or Stage

Create random generators and describe probabilities using fractions. Stage 3 Chance B

Conduct chance experiments with both small and large numbers of

Stage 3 Chance B
trials.

Probabilities of single-step chance experiments form the basis for

Stage 5 Probability A
determining the probability of multistage events.

Aboriginal and Torres Strait Islander Peoples use local animal and plant Aboriginal and
behaviours to predict the probability of events occurring, eg kookaburras Torres Strait Islander
calling during the day may indicate a high probability of rain. histories and cultures

Stage 6 Mathematics
Standard
Experimental probability connects with relative frequency in statistics.
Stage 6 Mathematics
Advanced

Stage 6 Mathematics
Advanced
Probabilities connect to discrete and continuous random variables.
Stage 6 Mathematics
Extension

Stage 6 Mathematics
Probabilities connect to combinatorics and the binomial theorem.
Extension

Probabilities are used when analysing risk for insurance calculations.

For example, insurance premiums that are designed for young adult
Real-world
males who have a higher probability of accidents and insurance claims,
applications
and the likelihood of natural disasters such as flooding and bushfires
which also affects insurance premiums.

Stage 6 Num CEC

Card games and sports statistics can be used to predict the probability 2.5
of a team winning or losing. Stage 6 Num CEC
4.2.2

Non-routine problem solving

§ Use the probability of elements to make decisions in activities based on game-show formats,
such as Deal or No Deal. Consider strategies that bring the greatest ‘success’ based on
probabilities that are dynamic throughout the game.
§ In a classroom of 23 students, what is the probability that at least 2 share a birthday?
§ Examine the law of small numbers and the gambler’s fallacy.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 45 of 179

Teaching advice for Stage 5
Teaching advice for Financial Mathematics A
Content
§ Financial mathematics A

Teaching advice

Key ideas
Students:

§ solve problems involving earning money

§ use published tables to calculate tax payable and net earnings
§ apply the simple interest formula to solve problems both algebraically and graphically
§ calculate the cost of buying on terms
§ examine different ways of spending money

Key terms
§ commission
§ piecework
§ principal
§ simple interest
§ taxable income

Background knowledge
§ Converting between percentages, fractions and decimals
§ Calculating fractions, decimals and percentages of quantities
§ Conversion of time periods such as years to months
§ Substitution into formulas
§ Solving equations
§ Reading and interpreting information from tables and graphs

Mathematics K–10 Page 46 of 179

Making connections

Connections Outcome or Stage

Stage 4 Fractions,
Financial mathematics has strong connections to fractions, decimals
Decimals and
and percentages.
Percentages

Stage 3 Additive
Apply addition and subtraction to familiar contexts involving money.
relations – B

Simple interest formulas are connected to algebraic expressions and Stage 4 Algebraic
evaluating them by substitution. techniques

Connections could be made to discuss human factors that influence

Stage 4 Geography
perceptions of liveability, such as income and employment.

Customarily, Aboriginal and Torres Strait Islander Peoples use trade

Aboriginal and Torres
as a financial system. Contemporary connections include cultural
Strait Islander histories
tourism, commission on artworks, piecework for production of objects
and cultures
or artefacts, and royalties on literary publications or films.

Stage 5 Technological
Financial mathematics is used to plan the production cost of a design. and Applied Studies
Stage 4 Technology

Graphing simple interest is connected to exploring gradients and what Stage 5 Linear
they represent in a particular context. Relationships B

Calculating the cost of buying on terms is connected to loan Stage 6 Mathematics

repayments and financial applications of series. Advanced

Connection to the use of spreadsheets to calculate wages, overtime Stage 6 Num CEC
pay, PAYG income tax and net earnings. 3.3.2

Students could research a job of interest and calculate holiday

loading, taxable income and weekly, fortnightly or monthly pay. Stage 6 Num CEC
Students can decide to include car and house repayments using 3.3.2
websites and then prepare a budget.

Use spreadsheets to prepare personal and family budgets or plan for Stage 6 Num CEC
a future purchase. 3.3.3

Non-routine problem solving

2
§ Find the rate of simple interest per annum at which a sum of money doubles itself in 16
3
years.
§ Research the costs of taking out a personal loan for a car. Compare this with the option of
saving for a car over time while earning interest on savings and using public transport.

Mathematics K–10 Page 47 of 179

§ Research repossession and explain why it does not remove financial debt.

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 48 of 179

Teaching advice for Financial Mathematics B
Content
§ Financial mathematics B

Teaching advice

Key ideas
Students:

§ establish and use the compound interest formula to solve problems

§ recognise that compound interest is a repeated percentage increase at the end of each period
§ establish and use the depreciation formula to solve problems

Key terms
§ compound interest
§ depreciation
§ future value

Background knowledge
§ Simple interest
§ Converting percentages to fractions and decimals
§ Conversion of time periods such as years to months
§ Substitution into formulas
§ Solving equations
§ Indices
§ Using digital tools to calculate with indices and grouping symbols

Mathematics K–10 Page 49 of 179

Making connections

Connections Outcome or Stage

Stage 5 Financial
Compound interest is a repeated application of simple interest.
Mathematics A

Compound interest is connected to equations as substitution into formulas Stage 4 Algebraic

is required in this topic. Techniques

Stage 6
Compound interest is connected to exponential growth and solutions of
Mathematics
exponential equations.
Advanced

Stage 6
Financial mathematics is used to make financial decisions, including
Mathematics
home loans, savings account, car loans (using annuities).
Advanced

Stage 6
Mathematics
Goods can lose their value (a newly purchased car) or appreciate in value
Standard
(collector items such as vintage cars). Students can explore both linear
Stage 6
and exponential growth and decay.
Mathematics
Advanced

Stage 6
Students can explore the use of logarithms to solve for an unknown
Mathematics
exponent.
Advanced

Stage 6
Mathematics
Compound interest is related to reducible home-loans (paying less
Standard
interest over time) and future values of annuities (growing superannuation
Stage 6
balances).
Mathematics
Advanced

Online simulators and spreadsheets can be used to explore and model Stage 6 Num CEC
present and future personal finance and investments. 3.3.3

Non-routine problem solving

§ The kangaroo population in a region is 480 and each year increases by 4.5% of the previous
year’s population. What is the expected population in 15 years’ time?
§ Compare different investment options using a spreadsheet or graphing tool: 4% p.a. simple
interest, 3.9% p.a. compounded annually, 3.8% p.a. compounded monthly. Under what
circumstances is one investment option better than another option? What about in the long
run?
§ Examine a reducible home-loan and the future value of an annuity such as superannuation
using spreadsheet applications.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.
Mathematics K–10 Page 50 of 179
Teaching advice for Algebraic techniques A
Content
§ Algebraic techniques A

Teaching advice

Key ideas
Students:

§ operate with and simplify algebraic fractions with numerical denominators

§ expand and simplify algebraic expressions including negative coefficients
§ expand binomial products using the distributive law or area models

Key terms
§ algebraic expression
§ algebraic fraction
§ binomial expression
§ coefficient
§ denominator
§ distributive law
§ numerator
§ quadratic expression

Background knowledge
§ Computations with integers
§ Identifying like terms
§ Operations with algebraic terms
§ Simplifying fractions
§ Operations with fractions
§ Distributive law
§ Expansion of simple algebraic expressions
§ Area of a rectangle

Mathematics K–10 Page 51 of 179

Making connections

Connections Outcome or Stage

Stage 3 Whole Numbers

Associative, commutative and distributive laws are applicable to
Stage 4 Computation with
algebra as they are in arithmetic of numbers.
Integers

This topic relies heavily on foundational algebraic skills involving

Stage 4 Algebraic
multiplication and division of terms, including those involving
Techniques
indices.

Students can examine the connection between factorisation and

Stage 4 Algebraic
expansion and how each can be used to check for incorrect
Techniques
answers.

Algebraic fractions and fundamental concepts of fractions are

Stage 4 Fractions,
connected, through both simplification of and operations with
Decimals and Percentages
fractions.

This outcome leads to algebraic fractions with pronumerals in the Stage 5 Algebraic
denominator. Techniques B

Students can examine the expansion of binomial products with Stage 6 Mathematics
higher powers such as (𝑥+𝑦)5 using Pascal’s triangle. Extension 1

Non-routine problem solving

§ Construct area models to represent expansions of binomial products.

§ Generate a variety of equivalent expressions that represent a particular situation or problem.

Mathematics K–10 Page 52 of 179

§ Examine the product of 3 consecutive integers without using a calculator such as 18 ×19 ×20
which can be expressed as ( 19−1 )( 19 ) ( 19+1 )=19 3−19. Prove this result using algebraic
terms instead.
§ Examine Pascal’s triangle and make a connection with the numbers in each row to the
coefficients of simple binomial expansions like ( 1+ x )4 . Extend to expand more complex
binomial expansions such as ( 2 x−1 )3.

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 53 of 179

Teaching advice for Indices A
Content
§ Indices A

Teaching advice

Key ideas
Students:

§ develop index laws in an algebraic context

§ establish the meaning of a zero index and simplify related algebraic expressions
§ apply the index laws to simplify algebraic expressions involving products and quotients
§ apply index laws to numerical expressions with negative-integer indices

Key terms
§ base
§ exponential
§ index
§ integer
§ product
§ quotient

Background knowledge
§ Factors and simplifying fractions
§ Adding and subtracting like terms
§ Multiplying and dividing algebraic terms
§ Index notation
§ Basic index laws for positive indices with numerical bases

Mathematics K–10 Page 54 of 179

Making connections

Connections Outcome or Stage

Establishing the index laws in an algebraic context is connected to the Stage 4 Algebraic
foundational understanding of basic operations with algebraic terms Techniques
such as collecting like terms and multiplying terms. Stage 4 Indices

Stage 4 Fractions,
Decimals and
Developing the index laws for negative-integer indices is connected to
Percentages
an understanding of fractions and number patterns.
Stage 4 Algebraic
Techniques

Negative indices can be applied in an algebraic context. Stage 5 Indices B

Stage 5 Non-Linear
Applying index laws is connected to solving exponential equations.
Relationships A

Indices are important in studying the pH scale, measuring noise levels Stage 6 Mathematics
in decibels, exponential decay and referencing rapid growth or decline Advanced
in diseases. Stage 5 Science

Stage 5 Numbers of
Indices are connected to technologies through scientific notation and
any Magnitude
measuring computer-processing speeds and digital memory sizes.
Real-world applications

Stage 5 Financial
Mathematics B
Indices are used in measuring exponential growth such as compound
Stage 6 Mathematics
interest and population demographics, including plague death rates or
Standard
birth rates and animal populations.
Stage 6 Mathematics
Advanced

Algebraic expressions involving positive and negative indices are Stage 6 Mathematics
connected to exponential growth and decay. Extension

Non-routine problem solving

§ Examine the relationship between the number of folds and the number of rectangles formed
when folding a piece of paper in half repeatedly. This can be extended into examining the
relationship with the total width of the layers of paper as you continue to fold in half each time.
§ Apply changes to the size of digital photographs and images for online platforms using pixel
changes to shrink photographs using large amounts of data and explain the effect on image
quality.
x 1
§ Solve indicial equations such as 2 = and 3 x−2=27.
8
§ What is the last digit of 3100 ?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 55 of 179

Teaching advice for Equations A
Content
§ Equations A

Teaching advice

Key ideas
Students:

§ solve linear equations involving up to 3 steps including pronumerals on both sides

§ solve linear equations with grouping symbols
§ solve linear equations involving one algebraic fraction
§ solve linear equations arising from word problems
§ solve equations arising from substitution into formulas

Key terms
§ equation
§ linear equation

Background knowledge
§ Identifying and collecting like terms in algebraic expressions
§ Deriving algebraic expressions by translating descriptions
§ Solving one-step and two-step equations
§ Addition and subtraction of fractions
§ Operating with algebraic fractions
§ Expanding brackets
§ Substitution into formulas

Mathematics K–10 Page 56 of 179

Making connections

Connections Outcome or Stage

Stage 4 Linear Relationships

Solving linear equations is connected to graphing functions on
Stage 5 Linear Relationships
the Cartesian plane.
A

This outcome is connected to solving two-step equations in

Stage 4 Equations
Stage 4.

Converting word problems into equations is connected to Stage 4 Algebraic

foundational algebra skills. Techniques

Stage 5 Variation and Rates

Equations are used in scientific formulas to describe real-life
of Change A
phenomena such as speed and acceleration.
Stage 5 Science

Stage 5 Financial
Equations are used in compound interest and depreciation Mathematics B
formulas. Stage 6 Mathematics
Standard

Stage 4 Area and Volume

Equations are necessary in the calculation of volume and
Stage 5 Area, Surface Area
surface area of solids.
and Volume

Equations are connected to formulas such as a Blood Alcohol Stage 6 Mathematics

Content (BAC) calculation. Standard

Non-routine problem solving

§ How much of a 50% alcohol solution should be mixed with 10 litres of a 35% solution to get a
40% solution?
§ A person invests $3000 at 10% annual return and $5000 at 12% annual return. How much
does that person need to invest at 20% annual return to ensure that the total annual return is
13% of the total amount invested?
§ A truck driver travels a total of 450 km at a constant speed for a particular trip. If the truck
driver had increased their speed by 20 km/h, they would have travelled 540 km in the same
time. What was the truck driver’s original speed?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 57 of 179

Teaching advice for Linear relationships A
Content
§ Linear relationships A

Teaching advice

Key ideas
Students:

§ find the midpoint and gradient of a straight-line interval and the distance between 2 points by
graphical and geometrical methods
§ find the gradient of an interval by constructing a right-angled triangle and using the formula
r i se
g r a d ie nt=
r un
§ identify positive and negative gradients
§ recognise and graph linear relationships of the form y=m x +c (including horizontal and
vertical lines) with and without digital tools
§ identify the x - and y -intercepts of a straight line
§ identify the equations of the x - and y -axis and lines parallel to them
§ determine whether a point lies on a line
§ recognise that parallel lines have the same gradient

Key terms
§ Cartesian plane
§ coordinates
§ gradient
§ interval
§ linear relationship
§ mean
§ midpoint
§ parallel
§ Pythagoras’ theorem

Background knowledge
§ Finding the mean of a small set of numbers
§ Reading and plotting points on the Cartesian plane
§ Calculating with positive and negative integers
§ Right-angled triangles and Pythagoras’ theorem
§ Checking solutions to equations by substitution
§ Solving linear equations
§ Using a table of values to graph lines on the Cartesian plane

Mathematics K–10 Page 58 of 179

Making connections

Connections Outcome or Stage

Developing the formula for the midpoint of an interval connects to

Stage 4 Data Analysis
finding the mean.

Developing formulas for gradient and distance both connect to right- Stage 4 Right-Angled
angled triangles and Pythagoras’ Theorem. Triangles

Sketching linear graphs connect to an understanding of using tables of Stage 4 Linear

values and plotting points. Relationships

The process of drawing vertical and horizontal lines to find gradients is

Stage 5 Trigonometry
applied in situations such as finding angles of elevation or depression,
A and B
and plotting courses using compass bearings.

Stage 6 Mathematics
The concept of gradient can be related to the tangent ratio in Advanced
trigonometry. Stage 5 Trigonometry
A

Stage 5 Variation and

Rates of Change A
Linear relationships are important as the gradient of various graphs
and B
represent a rate of change or a constant of variation (for direct variation
Stage 6 Mathematics
graphs) in situations such as how quickly ice melts over time while at
Advanced
room temperature.
Stage 6 Mathematics
Standard

Stage 5 Data Analysis

B
Interpreting gradients is important in describing associations between 2 Stage 6 Mathematics
numerical variables using a line of best fit. Advanced
Stage 6 Mathematics
Standard

Stage 6 Mathematics
The gradient function is the derivative of a function.
Advanced

Students find the gradient between various locations using contour

Stage 5 Geography
lines and the map scale.

Non-routine problem solving

§ Do you think Google Maps uses our method of finding the hypotenuse of a right-angled
triangle when a person selects the distance between 2 points? Would it be accurate or not?
Give reasons for your answer. Examine what other mathematical methods could be used to
find a more accurate distance between 2 points on a map (hint: think about the nature of the
surface of the Earth).

Mathematics K–10 Page 59 of 179

§ Find the endpoints of 2 intervals with the same midpoint such that one has a positive gradient
and the other has a negative gradient.
§ Find the equation of a line given only the x - and y - intercepts.
§ Find the equation of a line given a table of values.
§ Apply the midpoint, distance and gradient rules to determine whether a quadrilateral on the
Cartesian plane is a special quadrilateral (trapezium, square, rectangle, rhombus,
parallelogram, kite).
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 60 of 179

Teaching advice for Linear relationships B
Content
§ Linear relationships B

Teaching advice

Key ideas
Students:

§ recognise and interpret the gradient-intercept form, y=m x +c , of a straight line

§ form linear equations given the gradient (m) and the -intercept (c )
§ graph linear equations using the gradient and y -intercept
§ inspect a straight-line graph and determine the gradient and y -intercept and hence find the
equation of the line
§ recognise and describe linear relationships in real-life contexts
§ recognise that lines are perpendicular if the product of their gradients is -1
§ find the equation of a straight line that is parallel or perpendicular to a given line

Key terms
§ Cartesian plane
§ equation
§ gradient
§ intercept
§ linear relationship
§ linear equation
§ parallel
§ perpendicular

Background knowledge
§ Plotting points on the Cartesian plane
§ Graphing straight lines using a table of values
§ Finding the horizontal and vertical distance between 2 points
§ Basic understanding of equations and substitution of values
ri s e
§ Finding the gradient or slope of a line by using g r a d ie nt m=
r un
§ Finding the gradient or slope of a line that is parallel to another given line
§ Finding x -intercepts and y -intercepts of straight lines

Mathematics K–10 Page 61 of 179

Making connections

Connections Outcome or Stage

Stage 4 Algebraic
Understand that a relationship between 2 variables can be
Techniques
represented as an equation and as a graph, which is connected to
Stage 4 Linear
understanding number patterns.
Relationships

Stage 4 Algebraic
Understand that 𝑥 is the independent variable (input) and 𝑦 is the
Techniques
dependent variable (output), which is connected to generating
Stage 4 Linear
algebraic equations for number patterns.
Relationships

Stage 6 Mathematics
A pair of equations can be solved simultaneously by graphing lines,
Standard
and this can be used to solve practical problems such as finding the
Stage 6 Mathematics
break-even point of a business model.
Advanced

Stage 4 Variation and

Linear models can be used to solve direct variation problems such as Rates of Change
currency conversions. Stage 6 Mathematics
Standard

Graphs of the form 𝑦=𝓂𝑥+𝑐 can be used to model costs of services

Stage 6 Mathematics
such as the cost of hiring a function room for a given number of
Standard
people.

Non-routine problem solving

§ Using graphing software, create pictures of various plane shapes by inputting equations of the
form y=m x +c only.
§ Sort and classify a mixed set of equations of linear relationships into groups and use digital
tools to demonstrate, compare and describe similarities and differences.
§ Prove that a line joining the midpoints of 2 sides of a triangle is parallel to the third side and is
also half the length of the third side using coordinate geometry.
§ Apply the midpoint, distance and gradient rules to prove the properties of the triangles and
special quadrilateral (trapezium, square, rectangle, rhombus, parallelogram, kite).
§ The points A ( 3 , 4 ) , B (−1 ,8 ) and C join to form the right-angle isosceles triangle A BC . Find
the 2 possible values of C .
§ The points A (−3 , 0 ) , B ( 3 , 0 ) and C join to form an equilateral triangle. Find the 2 possible
values of C .
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 62 of 179

Teaching advice for Non-linear relationships A
Content
§ Non-linear relationships A

Teaching advice

Key ideas
Students:

§ graph simple quadratic and exponential relationships using tables of values and graphing
applications
§ identify graphs of parabolas and exponentials from their equations
§ recognise quadratic and exponential relationships in real-life contexts

Key terms
§ exponential
§ non-linear
§ parabola
§ quadratic equation

Background knowledge
§ Using a table of values, plotting points and graphing straight lines on the Cartesian plane
§ Substituting into equations
§ Operating with negative numbers and powers
§ Using graphing applications for graphing straight lines

Making connections

Connections Outcome or Stage

Stage 4 Indices
Exponential graphs connect with work on indices.
Stage 5 Indices A

Graphing non-linear relationships is connected to an understanding of Stage 4 Linear

equations and the relationship they represent. Relationships

Graphing non-linear relationships is connected to substitution into a Stage 4 Linear

table of values. Relationships

Graphing non-linear relationships is connected to functions and Stage 6 Mathematics

relations. Advanced

Stage 6 Mathematics
Exponential graphs are connected to finance graphs such as Standard
compound interest and depreciation. Stage 6 Mathematics
Advanced

Non-linear relationships are evident in exponential growth and decay, Stage 6 Mathematics

Mathematics K–10 Page 63 of 179

 Advanced
graphs of experimental data and projectile motion. Stage 6 Mathematics
Extension 1

Non-routine problem solving

§ Use digital tools with equations and graphs of non-linear relationships to design a logo or
recreate a picture.
§ Examine the reflective properties of parabolas and research their use in car headlights and
satellite dishes.
§ Explain the significance of the ‘focus’ of a parabola in the context of reflection.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 64 of 179

Teaching advice for Non-linear relationships B
Content
§ Non-linear relationships B

Teaching advice

Key ideas
Students:

§ graph parabolas and identify their representative equations

§ graph exponential curves and identify their representative equations
§ translate parabolas vertically and identify their representative equations
§ describe the properties of simple exponential curves and identify their representative equations
§ identify and match the equations with the graphs of both linear and non-linear relationships
§ solve a pair of simultaneous equations involving one non-linear equation using graphing
applications

Key terms
§ asymptote
§ symmetry
§ concavity
§ coordinates
§ exponential
§ linear relationship
§ non-linear
§ origin
§ parabola
§ intercept

Background knowledge
§ Using tables of values and plotting points on the Cartesian plane
§ Using graphing applications to graph linear and non-linear relationships
§ Using graphing applications to find points of intersection of straight lines
§ Identifying equations of straight lines
§ Identifying graphs of parabolas and exponentials from their equations
§ Basic skills in solving equations
§ Substituting into equations
§ Operating with negative numbers and powers

Mathematics K–10 Page 65 of 179

Making connections

Connections Outcome or Stage

Stage 4 Indices
Exponential graphs are connected to indices.
Stage 5 Indices A

Graphing non-linear relationships is connected to an understanding of Stage 4 Linear

equations and the relationship they represent. Relationships

Stage 5 Factions and

Graphing non-linear relationships is connected to functions and other graphs
relations. Stage 6 Mathematics
Advanced

Stage 6 Mathematics
Exponential graphs are connected to finance graphs such as Standard
compound interest and depreciation. Stage 6 Mathematics
Advanced

Stage 6 Mathematics
Non-linear relationships are important in exponential growth and Advanced
decay, graphs of experimental data and projectile motion. Stage 6 Mathematics
Extension 1

Non-routine problem solving

§ Use digital tools to graph the parabola y=3 x 2−4 and the line y=8 to find the solutions to the
equation 3 x 2−4=8 , and state the solutions. Check your results by substitution. Similarly, the
parabola y=3 x 2−4 can be graphed with the line y=−7. Explain why there are no solutions.
When will there be only one solution?
§ Use a digital tool with equations and graphs of non-linear relationships to design a logo or re-
create a picture.
§ Identify 2 real-life situations that could be graphed as parabolas, and 2 which would be
graphed as exponential curves. For each situation, justify why one might be an appropriate
curve and the other is not.
§ Consider what the graph of y=1 x looks like and explain why it is not exponential. Consider
what the graph of y=0.8x looks like and explain why it is decreasing.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 66 of 179

Teaching advice for Numbers of any magnitude
Content
§ Numbers of any magnitude

Teaching advice

Key ideas
Students:

§ identify and describe very large and very small measurements in a variety of contexts
§ determine the absolute error and percentage error of a given measurement
§ estimate and round numbers to a specified degree of accuracy including significant figures
§ express numbers in scientific notation and solve related problems

Key terms
§ absolute error
§ accuracy
§ approximate
§ magnitude
§ percentage error
§ rounding
§ scientific notation
§ significant figures

Background knowledge
§ Place value and decimals
§ Rounding to a specified number of decimal places
§ Index laws including negative indices
§ Using a scientific calculator or equivalent
§ Ordering numbers

Mathematics K–10 Page 67 of 179

Making connections

Outcome or
Connections
Stage

Stage 4 Length
Stage 4 Area
and Volume
Numbers of any magnitude connects with aspects of measurement such as
Stage 5 Area
length, area and volume.
and Surface
Area
Stage 5 Volume

Stage 6 Num
Applying understanding of prefixes.
CEC 2.3

Scientific notation is used in describing very small, microscopic

measurements as well as very large measurements such as the speed of Stage 4/5
light. The mass of an atom, and electrons, neutrons and protons are all Science
measured in scientific notation.

There is a connection to the study of hyper-inflation and the value of Real-world

currencies if too much money is printed. applications

Non-routine problem solving

§ Use the thickness of a ream of 500 sheets of paper to estimate the thickness of a single sheet
of paper.
§ Using the digits 1 to 9, at most once each, make a product that equals 800 000 000 by
constructing an expression of the form (⬚ × 10⬚)(⬚ × 10⬚).
§ Fill the rows of an 8 × 8 table (or chessboard) from left to right by doubling the previous
number. Start with the number 2 in the top left-hand square. Find the value of the last number
in each row in scientific notation to one significant figure.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 68 of 179

Teaching advice for Trigonometry A
Content
§ Trigonometry A

Teaching advice

Key ideas
Students:

§ identify and define the trigonometric ratios for right-angled triangles and use trigonometric
notation
§ find approximations of trigonometric ratios for given angles
§ find the size of an angle given a trigonometric ratio using digital tools
§ select and use appropriate trigonometric ratios to find unknown side lengths in right-angled
triangles
§ select and use appropriate trigonometric ratios to find unknown angles in right-angled triangles
in degrees and minutes
§ solve problems in a variety of contexts using trigonometric ratios in right-angled triangles

Key terms
§ adjacent
§ cosine ratio
§ hypotenuse
§ ratio
§ right angle
§ sine ratio
§ tangent ratio

Background knowledge
§ Rounding numbers to a specified degree of accuracy
§ Describing properties of similar triangles
§ Using degrees as a unit of measurement
§ Classifying triangles according to angle size
§ Using a scientific calculator or equivalent

Mathematics K–10 Page 69 of 179

Making connections

Connections Outcome or Stage

Stage 4 Ratios and

Trigonometric ratios are strongly connected with ratio and scale drawing.
Rates

Stage 5 Properties
Trigonometric ratios are also strongly connected to similar triangles. of Geometrical
Figures B

Stage 6
Finding angles using inverse trigonometric ratios links to inverse
Mathematics
functions and inverse trigonometric functions.
Extension

Stage 6
Finding angles in triangles connects to using radian measure. Mathematics
Advanced

Stage 5 Linear
The tangent ratio can be interpreted as the gradient of a line in the Relationships A
Cartesian plane and can be used to find the angle between a line and the Stage 6
positive 𝑥-axis. Mathematics
Advanced

Trigonometric ratios are used in navigation and bearings. Stage 5 Geography

Trigonometry is used in constructing ramps, buildings and other surfaces

that are constructed on sloped ground. Trigonometry was also used in Real-world
constructing the pyramids, exhibiting almost identical proportions as well applications
as isosceles triangular faces slanted at very similar angles.

Non-routine problem solving

§ Prepare and present examples of trigonometry in the real world to show connections of
trigonometry theory to applications such as building, navigation and space travel or movement
of objects projected.
§ Establish and prove the exact values of the trigonometric ratios for special angles, 30°, 45°,
60°.
§ Determine the angle of ramps around the school and confirm that these angles meet the
required building guidelines.
§ Examine the properties of trigonometric ratios, limited to acute angles such as for the acute
angle θ : 0< sinθ <1 0< cos θ<1 tanθ >0.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 70 of 179

Teaching advice for Trigonometry B
Content
§ Trigonometry B

Teaching advice

Key ideas
Students:

§ identify angles of elevation and depression and solve related problems using trigonometry
§ identify, describe and compare true bearings and compass bearings
§ convert between the 2 representations of bearings
§ solve problems involving bearings in various contexts using trigonometry

Key terms
§ angle of depression
§ angle of elevation
§ compass bearing
§ cosine ratio
§ sine ratio
§ tangent ratio
§ true bearing

Background knowledge
§ Rounding numbers to a specified degree of accuracy
§ Rounding hours, minutes and seconds to a specified degree of accuracy
§ Using Pythagoras’ theorem to find unknown sides
§ Using trigonometric ratios (sine, cosine, tangent) in right-angled triangles
§ Using a scientific calculator to calculate with trigonometric ratios
§ Compass directions
§ Properties of angles formed by a transversal on parallel lines and basic angle properties
§ Naming conventions for angles

Mathematics K–10 Page 71 of 179

Making connections

Connections Outcome or Stage

Angles of elevation and depression and bearings all connect to Stage 5 Trigonometry
trigonometric ratios in right-angled triangles. A

Angles of depression connects to the geometrical property of alternate Stage 4 Angle

angles on parallel lines being equal. Relationships

Bearings connects to geometrical properties for angles at a point, Stage 4 Angle

complementary and supplementary angles. Relationships

Stage 6 Mathematics
Bearings can be used in three-dimensional trigonometry problems.
Advanced

Bearings relate to map work, including fieldwork and reading compass Stage 4, 5 and 6
bearings or true bearings on maps or measuring instruments. Geography

The 16 points on a compass (eg SSW) can be connected to compass Stage 5 and Stage 6
bearings in everyday life and determining direction on a map. Geography

Rounding angles to the nearest degree, minute or second can be

Stage 3 Time
related to hours, minutes and seconds in time.

Non-routine problem solving

§ Design a zip-line to be built in your area. The zip-line can start at a height you pick and should
end at ground-level. A safe zip-line should have no more than a 4-degree angle of elevation.
Draw a diagram of your zip-line, showing the height of the starting point, the length of the line
and the distance covered.
§ Use a clinometer to determine the heights of school buildings or trees and use these results to
estimate distances and lengths.
§ Plan a journey or treasure hunt around the school by using a map and bearings.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 72 of 179

Teaching advice for Area and surface area A
Content
§ Area and surface area A

Teaching advice

Key ideas
Students:

§ calculate the area of composite figures in practical contexts

§ identify and calculate surface areas of rectangular and triangular prisms
§ create and rearrange nets of right prisms
§ develop and apply the formula to find the surface area of cylinders
§ solve problems involving the surface area of right prisms and cylinders
§ solve problems relating to surface area of composite solids such as prisms and cylinders

Key terms
§ circumference
§ composite
§ cylinder
§ face
§ net
§ prism
§ surface area

Background knowledge
§ Finding areas of plane shapes
§ Using units of measurement for area
§ Three-dimensional shapes and the concept of a net
§ Calculating side lengths of right-angled triangles using Pythagoras’ theorem
§ Solving multi-step equations
§ Substituting into formulas
§ Rounding numbers to a specified number of decimal places

Mathematics K–10 Page 73 of 179

Making connections

Connections Outcome or Stage

Stage 3 Three-
Surface area is connected to an understanding of 3D shapes.
Dimensional Space

Surface area calculations use formulas to find the area of rectangles,

Stage 4 Area
triangles, parallelograms, trapeziums, rhombuses and kites.

The use of area formulas connects to equations and solving equations Stage 4 Equations
resulting from substitution. Stage 5 Equations A

Stage 4 Pythagoras’
Surface area has strong connections to Pythagoras’ theorem.
Theorem

Some practical applications of surface area will connect to financial Stage 5 Financial
mathematics, such as the cost to tile or paint. Mathematics

The area of a lake is calculated from a topographical map in Stage 4, 5 and 6

Geography. Geography

Surface area connects to the calculation of materials and design of Stage 6 Mathematics
packaging (to minimise or maximise surface area, for purpose). Advanced

Stage 6 Mathematics
The area of a piece of land or the area under a curve can be
Advanced
considered as composite areas and can be approximated using the
Stage 6 Mathematics
trapezoidal rule.
Standard

Stage 4, 5 and 6
This outcome connects to calculating built-up areas, forest plantations, Geography
fields and calculations of garden spaces. Stage 6 Mathematics
Standard

This outcome connects to the calculation of wrapping required for hay Real-world
bales. applications

Areas are involved when calculating materials required for projects and
Stage 4/5 Technology
cutting of materials such as timber.

Stage 6 Num CEC

Areas of composite shapes.
1.3

Non-routine problem solving

§ When building a new house, a landscaping plan is needed to get final approval. A block of land
is 13 metres wide at the front and 16 metres wide at the back. The block of land is 32 metres
deep. If the house takes up 80% of the block of land, complete a landscape plan that will cover
the remaining 20% of the block. Show area measurements of garden beds and any hard
surfaces.
Mathematics K–10 Page 74 of 179
§ Use digital tools to create composite 3D shapes. Label your creations with relevant
measurements, calculate the surface area of the shape and draw the corresponding net.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 75 of 179

Teaching advice for Volume A
Content
§ Volume A

Teaching advice

Key ideas
Students:

§ find the volume of composite prisms made up of cross-sections involving triangles and
rectangles
§ find the volume of right prisms with cross-sections in the form of sectors of a circle
§ find the volume of composite solids involving right prisms and cylinders
§ solve practical problems related to the volumes and capacities of right prisms, cylinders and
related composite solids

Key terms
§ capacity
§ composite
§ cross-section
§ cylinder
§ quadrant
§ sector
§ uniform
§ volume

Background knowledge
§ Finding volumes of right prisms
§ Finding volumes of cylinders
§ Finding areas of triangles, rectangles, circles and composite shapes
§ Solving multi-step equations
§ Substituting into formulas
§ Finding areas of semicircles, quadrants and sectors
§ Converting between units of volume and capacity

Mathematics K–10 Page 76 of 179

Making connections

Connections Outcome or Stage

Finding volume connects to equations and the ability to solve multi-step

Stage 5 Equations
equations.

Finding volumes of composite solids connects to using the formula to

Stage 4 Area
find the area of circles and sectors to solve problems.

Develop and apply the formula for finding the volume of a right prism
Stage 4 Volume
and cylinder.

Stage 5 Financial
Some practical problems will connect to financial mathematics.
Mathematics

Students could find the capacity of containers, the density of materials Real-world
and the amount of a substance needed to fill a mould or cast. applications

There is a connection to the study of soil profiles, mountain and hill

cross-sections and cross-sections on topographic maps using contour Stage 6 Geography
lines.

This topic can be connected to the ratio of surface area to volume of

Stage 6 Biology
cells. Students could investigate: ‘Why are cells so small?’

This topic connects to optimisation problems involving surface area and Stage 6 Mathematics
volume. Advanced

There is a connection to measuring ingredients in cooking, modifying

Real-world
and adjusting recipes and selecting appropriately sized vessels for
applications
cooking.

Stage 6 Num CEC

Practical problems involving volume.
1.3

Non-routine problem solving

§ A rectangular roof that is 15 m long and 6 m wide collects rainwater and directs it into a
cylindrical water tank. The water tank is 1.2 m in diameter and is 2.4 m high. If 25 mm of rain
falls, how far up the water tank will the water level reach?
§ The water cooler at work holds 15 L of water. A cylindrical glass measures 8 cm in diameter
and is 15 cm high. How many glasses of water can be completely filled from a full water
cooler?
§ Consider 2 cylinders where one cylinder is twice as wide but only half as high as the other
cylinder. Do these cylinders have the same volume?
§ A cylindrical can is to hold 375 mL of drink. Which dimensions of the can would have the
minimum surface area? How does this compare to 375 mL cans we find in supermarkets?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 77 of 179

Teaching advice for Properties of geometrical figures A
Content
§ Properties of geometrical figures A

Teaching advice

Key ideas
Students:

§ identify and describe the properties of similar figures

§ determine the scale factor for similar polygons and circles
§ find unknown sides in similar polygons using scale factor or proportion
§ interpret scales on maps, photographs, plans or drawings and apply this to solve problems
involving scale drawings

Key terms
§ corresponding angles
§ enlargement
§ polygon
§ proportion
§ scale
§ similarity
§ vertex

Background knowledge
§ Basic properties of angles and geometrical figures
§ Naming conventions for sides and angles of geometrical figures
§ Simplifying fractions
§ Solving equations involving fractions
§ Understanding of ratios and solving ratio problems

Mathematics K–10 Page 78 of 179

Making connections

Connections Outcome or Stage

Stage 6 Num CEC 4.1.2

Similarity and scale factor is connected to ratios. Stage 4 Ratios and
Rates

Enlargements and reductions are used to explain why digital Stage 4 Visual Arts
mediums and digital products have preferences for image sizes and Stage 5 Photography
ratios. Stage 5 Visual Design

Similar triangles are used to establish the trigonometric ratios. Stage 5 Trigonometry

Similar triangles may be used in solving problems involving related Stage 6 Mathematics
rates of change. Extension

Graphic designers believe there is an optimal pixel ratio that

maximises the quality of photos posted on social media and viewed Real-world applications
on handheld devices.

Architects create scale drawings and scale models of concept Stage 5 Technological
designs of buildings/artwork. and Applied Studies

Similar figures may be embedded in a variety of designs, eg tapa

Aboriginal and Torres
cloth, Aboriginal designs, Indonesian ikat designs, Islamic designs,
Strait Islander histories
designs used in ancient Egypt and Persia, window lattice, woven
and cultures
mats and baskets.

Ratios are used in determining visual acuity (eg 20/20 vision means a
person can read what people with normal vision can read at 20 ft,
Real-world applications
20/40 vision means a person can read at 20 ft what people with
normal vision can read at 40 ft).

Non-routine problem solving

§ A ‘pantograph’ is used to produce exact copies of a drawing, or to enlarge or reduce a
drawing. Use the properties of parallelograms and similar triangles to explain how a
pantograph works.
§ Explain why the equiangular similarity test does not work for congruency.
§ Examine paper sizes and magnification factors (shown on printers). When enlarging an image
on an A4 sheet of paper to an A3 sheet of paper, why is the scale factor 1.41 or 141%?
§ Examine the perimeter of an ‘arbelos’ (shown below) and show that the arc length of the outer
semicircle is equal the sum of the arc lengths of the 2 inner semicircles.

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 79 of 179

Teaching advice for Data analysis A
Content
§ Data analysis A

Teaching advice

Key ideas
Students:

§ identify standard deviation as a measure of spread

§ calculate the standard deviation of a small dataset using digital tools
§ compare the spread of small datasets using standard deviation
§ determine the five-number summary for datasets and a range of graphical representations
§ determine the interquartile range for datasets
§ compare the merits of range and interquartile range as measures of spread
§ interpret box plots and use them to represent datasets given in numerical or graphical form
§ compare datasets using parallel box plots and the five-number summary
§ identify skewness and symmetry in graphical representations of datasets

Key terms
§ box plot
§ five-number summary
§ graph
§ inference
§ interquartile range
§ measure of spread
§ quartiles
§ range
§ skewness
§ standard deviation
§ symmetry

Background knowledge
§ Classifying data as numerical or categorical
§ Identifying and describing measures of centre
§ Finding the range for a dataset
§ Finding the median for simple sets of data
§ Interpreting histograms and dot plots

Mathematics K–10 Page 80 of 179

Making connections

Outcome or
Connections
Stage

Stage 6
Mathematics
Standard
This topic connects strongly to data analysis in Stage 6.
Stage 6
Mathematics
Advanced

Calculate and compare the mean, median, mode and range for simple Stage 4 Data
datasets. analysis

Students can make use of digital tools such as Excel spreadsheets and the Real-world
calculator to verify their solutions for the five-number summary. applications

Stage 6
Mathematics
Standard
Standard deviation is important in the study of the normal distribution.
Stage 6
Mathematics
Advanced

Students could interpret and analyse health and physical activity

information to recognise risks, make predictions and inform health Stage 5 PDHPE
decisions and choices.

Data analysis is used to describe and compare graphs in population

Stage 4, 5 and 6
pyramids using key statistics. Populations are often represented graphically
Geography
using bar charts, which clearly represent the shape of the distribution.

Non-routine problem solving

§ Design and carry out a survey of your class and another class that differs in some key attribute
(eg year level, school). Compare the 2 datasets, make findings and draw conclusions, using
graphical representations.
§ Create a statistical dataset of at least 10 numbers such that all the numbers in the dataset are
whole numbers, the lower and upper quartiles are not whole numbers and the lower and upper
quartiles are not part of the dataset.
§ Use spreadsheets to examine the effect on the summary statistics when one value of a score
is changed. Discuss the implications of removing outliers and when it is appropriate to remove
an outlier from a dataset.
§ Extend the use of cumulative frequency graphs from finding quartiles to finding percentiles for
a given dataset.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 81 of 179

Teaching advice for Data analysis B
Content
§ Data analysis B

Teaching advice

Key ideas
Students:

§ identify and describe numerical datasets involving 2 variables

§ represent bivariate data using a scatter plot
§ interpret scatter plots
§ use a scatter plot to comment on the association between variables and describe form,
strength and direction
§ create a line of best fit by eye on a scatter plot
§ make predictions using a line of best fit between (interpolation) and beyond (extrapolation)
known data values

Key terms
§ causal
§ dependent variable
§ extrapolation
§ independent variable
§ interpolation
§ line of best fit
§ scatter plot

Background knowledge
§ Plotting points on the Cartesian plane using a table of values
§ Finding equations of lines
§ Recognising and describing variables

Mathematics K–10 Page 82 of 179

Making connections

Connections Outcome or Stage

Bivariate data has connections to coordinate geometry and plotting Stage 5 Linear
points. Relationships A

Stage 6 Mathematics
Standard
This topic connects strongly to Bivariate Data Analysis in Stage 6.
Stage 6 Mathematics
Advanced

Many science experiments involve exploring the change over time and
require the use of statistical techniques such as bivariate data analysis
to explore cause and effect. Examples include watering a seedling, Stage 4/5 Science
sunlight exposure of a plant, soil fertility over time, water temperature
and dissolving sugar.

Aboriginal and Torres

Bivariate data is involved in land management and caring for Country
Strait Islander
practices.
histories and cultures

Bivariate data is used when looking at temperature and humidity,

infrastructure and housing developments, fossil fuels and mineral
resources, sunlight and solar energy. These are examples of situations
where the use of statistical analysis techniques involving 2 variables is Stage 4, 5 and 6
needed to understand the relationship between the data and use it to Geography
make predictions and decisions. The use of formal mathematical
language supports students’ home language with symbols, allowing
connections to be built.

Non-routine problem solving

§ Collect and examine dependent and independent datasets of interest and present them in
graphical forms. Analyse whether there is evidence of cause and effect.
§ Collect biometric data and use this data to construct scatterplots. Construct lines of best fit by
hand. Extend to determining the least-squares regression line and/or finding a trendline using
spreadsheets. Predictions could be made using these lines and accuracy of the predictions
could be assessed.
§ Examine the world records of Olympic events over time and interpret any anomalies in the
data using a line of best fit.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 83 of 179

Teaching advice for Probability A
Content
§ Probability A

Teaching advice

Key ideas
Students:

§ describe independent and dependent events in the context of chance experiments involving 2
stages
§ record all possible outcomes for multistage chance experiments
§ determine the probabilities of outcomes for multistage experiments involving independent
events
§ determine the probabilities of outcomes for multistage experiments involving dependent events
§ design and use simulations to validate and compare results of a hypothesis on a probability
experiment

Key terms
§ dependent events
§ trial
§ hypothesis
§ independent events
§ outcome
§ probability
§ simulation

Background knowledge
§ Identifying the sample space of an event
§ Finding the probability of a simple event
§ Recognising and describing complementary events
§ Language used in probability such as ‘at least’, ‘at most’, ‘not’, ‘and’, ‘or’
§ Representing probabilities as fractions, decimals and percentages and converting between
them

Mathematics K–10 Page 84 of 179

Making connections

Outcome or
Connections
Stage

Stage 4 Fractions,
Multistage probability connects to operations with fractions. Decimals and
Percentages

This outcome connects to probabilities for chance experiments and

Stage 4 Probability
complementary events.

There is a strong connection between data analysis and probability. Data

analysis is the process of collecting, visualising and summarising data to
provide insights and intelligence. These insights should then be used to Stage 4/5 Science
make inferences on future decisions. Probability is a study of mathematics
that uses data analysis to forecast and model future predictions.

The ability to use data to provide insights which are in turn used for
prediction and forecasting is used in many real-world applications such as: Stage 5 Science
§ government analysis and business intelligence to run companies and Stage 4, 5 and 6
forecast profits Geography
§ prediction of a vaccine’s effectiveness Real-world
§ prediction of future populations applications
§ the study of economic indicators.

In marketing, companies plan promotions to incentivise people to buy more

Stage 6 Business
of their product and use simulations to model the number of purchases a
Studies
customer might make. In finance, companies evaluate the marketing
Real-world
strategy to set a price for the promotion based on data gathered and
applications
expected purchases.

Stage 6
Probability distributions and probability density functions are studied in
Mathematics
Stage 6 Mathematics Advanced.
Advanced

Stage 6
Binomial probabilities and binomial distribution are studied in Stage 6
Mathematics
Mathematics Extension 1.
Extension 1

Non-routine problem solving

§ n dice are rolled. What is the probability that no sixes are rolled? What is the probability that at
least one six is rolled?
§ If A and B are mutually exclusive events, show that P ( A or B ) =P ( A )+ P (B) .
§ A shared garden area has 9 sections which are owned by 9 different people. Each line in the
following diagram represents a fence. If a section is selected at random, what is the probability
that it has 2 shared fences? What is the probability that it has 3 shared fences? [This can be
extended to 12 sections, 16 sections etc.]

Mathematics K–10 Page 85 of 179

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 86 of 179

Teaching advice for Variation and rates of change A (Path)
Content
§ Variation and rates of change A (Path)

Teaching advice

Key ideas
Students:

§ identify and describe examples of direct and inverse variation

§ identify and describe graphs involving direct and inverse variation
§ solve problems involving direct and inverse variation
§ represent direct variation graphically

Key terms
§ constant
§ curve
§ direct variation
§ gradient
§ inverse variation
§ linear
§ proportion

Background knowledge
§ Graphs of straight lines through the origin ( y=m x ) and their respective equations
k
§ Graphs of hyperbolas ( y= ) and their special features
x
§ Solving linear equations
§ Solving equations involving fractions with the unknown in the denominator

Mathematics K–10 Page 87 of 179

Making connections

Outcome or
Connections
Stage

Stage 5 Linear
When looking at the language of direct variation, a connection can be relationships C
made to symmetry (if 𝑦 ∝ 𝑥 then 𝑥 ∝ 𝑦) and transitivity (if 𝑦 ∝ 𝑥 and 𝑥 ∝ Stage 6
z then 𝑦 ∝ z). Mathematics
Extension 2

Stage 4 Linear
Relationships
Stage 5 Linear
Graphs of direct variation connect to linear relationships. Relationships A
Stage 6
Mathematics
Advanced

Stage 5 Non-linear
relationships C
Indirect variation is represented graphically by a hyperbola restricted to
Stage 6
positive values of the quantities.
Mathematics
Advanced

Indirect variation is connected to polygons as the exterior angle size of Stage 5 Properties
regular polygons is inversely proportional to the number of sides of the of geometrical
regular polygon. figures B

Applications of direct variation can be seen in circles as the radius of a

circle is directly proportional to the circumference of the circle. The area of Stage 4 Length
a circle is also directly proportional to the square of its radius.

In exponential growth and decay the rate of change of a quantity varies

Stage 6
directly with the size of the quantity at any instant, and in the modified
Mathematics
growth model the rate of change of a quantity varies directly with the
Extension 1
difference in the size of the quantity and a fixed quantity at any instant.

Newton’s second law of motion states the acceleration of a body is

proportional to the resultant force that acts on the body and inversely
Stage 6
proportional to the mass of the body. In problems involving the motion of a
Mathematics
particle moving vertically (upwards or downwards) in a resisting medium
Extension 2
and under the influence of gravity, resistance is proportional to the speed
of the particle.

Proportionality is used to describe the relationship between force, mass Stage 5 Science
and acceleration. Explain the relationship between distance, speed and
time. Investigate the quantitative features of waves including frequency,
wavelength and speed using 𝑉 = 𝑓𝜆 and relate this to musical instruments.
Explain the relationship between resistance, voltage and current, using

Mathematics K–10 Page 88 of 179

 Ohm's Law. The illumination from a source of light is inversely proportional
to the square of the distance from the source.

On a map drawn to scale, the distance between any 2 points on the map is
Stage 4, 5 and 6
proportional to the distance between the 2 locations that the points
Geography
represent, with the constant of proportionality being the scale of the map.

Oil price is directly proportional to the number of barrels. The amount of

GST payable on an item is directly proportional to the cost of the item. For
a given interest rate, the amount of interest earned over a fixed period is Real-world
directly proportional to the amount invested. Proportionality is used in applications
exchange rates, the cost of an item in euros is proportional to its cost in
dollars.

Non-routine problem solving

1
§ Given y ∝ find the change in y when x is doubled, halved, increased by 10% or decreased
x
by 20%.
§ Solve problems involving other types of proportionality where y varies directly as x2 or y varies
inversely to the square root of x.
§ Solve problems involving more than two quantities where x is directly proportional to y and
ky
inversely proportional to z giving the equation x= .
z
§ The exterior angle size, a, of a regular polygon is inversely proportional to the number of sides,
1 k
n, of the regular polygon. Express the proportionality in the forms a ∝ and a= and find the
n n
constant of proportionality. Use digital tools to graph the relationship between a and n.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 89 of 179

Teaching advice for Variation and rates of change B (Path)
Content
§ Variation and rates of change B (Path)

Teaching advice

Key ideas
Students:

§ describe the rate of change of a graph as constant or variable, increasing or decreasing

§ interpret distance–time graphs when speed is variable
§ construct graphical representations of rates of change of quantities over time from descriptions

Key terms
§ constant
§ proportion
§ rates
§ variable (algebra)

Background knowledge
§ The relationship between speed, time and distance
§ Gradients of lines in particular contexts
§ Rates as a comparison between two different quantities
§ Using and creating graphs of linear relationships

Mathematics K–10 Page 90 of 179

Making connections

Connections Outcome or Stage

Speed is the rate of change of distance over time. Stage 4 Ratios and Rates

Stage 4 Linear
Graphs of direct variation and linear relationships have a constant Relationships
rate of change. Stage 5 Variation and
rates of change A

Variable rates of change are represented by non-linear Stage 5 Non-linear

relationships. relationships A & B

Distance–time graphs and equations are used to investigate Stage 6 Mathematics

stopping distance and stopping times. Standard 2

Stage 6 Mathematics
Velocity is the rate of change of an object’s position over time.
Advanced

The rate of change of velocity over time is acceleration and the Stage 6 Mathematics
gradient of a velocity–time graph gives the acceleration. Advanced

Stage 6 Mathematics
The rate of change of a quantity over time is given by its derivative Advanced
with respect to time. Stage 6 Mathematics
Extension 1

Non-routine problem solving

§ Construct a graph representing the situation where one athlete has a head start on another
runner, but the second athlete wins the race. Given the speed and length of the head start,
calculate the speed the second athlete must run in order to win a race of a given length.
§ View footage of Usain Bolt’s 100-metre final at the 2008 Beijing Olympics. Draw a distance–
time graph to represent the graph. Use terminology such as increasing at an increasing rate or
increasing at a decreasing rate.
§ Model, record data and sketch graphs to investigate the distance of a moving object from a
fixed point in relation to time. Examine how changing speed and changing direction impact the
graph. Record the distance at fixed time intervals so that a graph can be drawn to represent
each situation.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 91 of 179

Teaching advice for Algebraic techniques B (Path)
Content
§ Algebraic techniques B (Path)

Teaching advice

Key ideas
Students:

§ simplify algebraic fractions involving indices

§ use the 4 operations with algebraic fractions, including those with pronumerals in the
denominator
§ factorise algebraic expressions involving indices by finding common factors
§ expand binomial products
§ factorise monic quadratic trinomial expressions

Key terms
§ algebraic fraction
§ binomial expression
§ coefficient
§ common factor
§ algebraic expressions
§ factorise
§ index
§ monic
§ operation
§ quadratic expression

Background knowledge
§ Understanding of multiplication, division, addition and subtraction of algebraic terms
§ Knowledge of index laws
§ Simplifying fractions
§ Operations with fractions
§ Expansion and factorisation of simple algebraic expressions

Mathematics K–10 Page 92 of 179

Making connections

Connections Outcome or Stage

Associative, commutative and distributive laws are applicable to Stage 4 Algebraic

algebra and to arithmetic of numbers. Techniques

Stage 4 Algebraic
This topic relies heavily on foundational algebraic skills involving
Techniques
addition, subtraction, multiplication and division of terms including
Stage 6 Mathematics
those involving indices.
Advanced

Students can examine the connection between factorisation and Stage 4 Algebraic
expansion and how each can be used to check answers. Techniques

Stage 4 Fraction,
There is a connection to fundamental concepts of fractions involving
Decimals and
both simplification of and operations with fractions.
Percentages

Factorisation of expressions of 4 terms may involve grouping in pairs.

Stage 5 Algebraic
Factorisation of quadratics can be extended to non-monics, perfect
Techniques C
squares and differences of 2 squares.

Expansion of binomial products can be extended to products of

Stage 5 Polynomials
polynomials.

Pascal's triangle can be used to expand higher powers of binomial Stage 6 Mathematics
expressions of the form (𝑥 + 𝑦)𝑛. Extension 1

Non-routine problem solving

§ Find the missing terms in the incomplete area model.

Mathematics K–10 Page 93 of 179

Image long description: An incomplete area model with 3 columns and 3 rows. The first row is
empty. The second row reads '𝑥', '2𝑥2' and an empty cell. The third row reads '4', an empty cell and
'8'.

§ Expand products that involve more than two terms in each bracket ( 2 x+3 ) ( x 2 +2 x−1 ).
§ Factorise complex expressions involving indices reducible to quadratics
4 2 x x
a +2 a −3 , 4 +3 × 2 +2 and simplify complex expressions involving indices using factorisation
n n
6 +4
n .
2
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 94 of 179

Teaching advice for Algebraic techniques C (Path)
Content
§ Algebraic techniques C (Path)

Teaching advice

Key ideas
Students:

§ add and subtract algebraic fractions with binomial numerators

§ expand and simplify binomial products
§ factorise monic and non-monic quadratic trinomial expressions
§ recognise and use special products and strategies in the expansion and factorisation of
algebraic expressions
§ simplify complex algebraic expressions involving algebraic fractions using factorisation

Key terms
§ algebraic fraction
§ binomial
§ coefficient
§ common factor
§ algebraic expressions
§ binomial expression
§ factorise
§ index
§ monic
§ operation

Background knowledge
§ Simplification of fractions including those involving indices
§ Operations with fractions and positive and negative integers
§ Expansion and factorisation of simple algebraic expressions and binomials
§ Factorisation of monic quadratic trinomials

Mathematics K–10 Page 95 of 179

Making connections

Connections Outcome or Stage

Simplifying algebraic fractions is connected to the fundamental Stage 4 Fractions, Decimals

concept of operations with fractions. and Percentages

Expansion and factorisation of binomial products is connected

Stage 5 Indices A
to multiplying and dividing with indices.

Expansion of algebraic expressions connects to expansion of

Stage 5 Indices C
expressions with surds.

Factorisation techniques can be used to solve quadratic

Stage 5 Equations B & C
equations.

Factorisation of quadratics can be used to identify features of Stage 5 Non-linear

graphs of parabolas. relationships

Stage 5 Algebraic Techniques

There are links to expansion of monic quadratic trinomials.
B

Stage 6 Mathematics
Expansion of algebraic expressions is connected to operations Advanced
with functions and complex numbers. Stage 6 Mathematics
Extension 2

Non-routine problem solving

§ Apply multiple techniques of factorisation to more complex problems, such as
4 10 6 2 2 2 2
x −1, 36 x −4 y and 32 x −8 , a +2 a x+ x − y .
§ Find the largest and smallest value of c that will make the quadratic expression 2 x 2+3 x +c
factorable.
§ Find values of a , b , c and d such that ( a x−3 )( b x +c )=12 x 2−d x−15 .

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 96 of 179

Teaching advice for Indices B (Path)
Content
§ Indices B (Path)

Teaching advice

Key ideas
Students:

§ apply index laws to manipulate algebraic expressions involving negative-integer indices

§ apply index laws to simplify algebraic products and quotients involving negative-integer indices

Key terms
§ algebraic expression
§ expression
§ index
§ product
§ quotient
§ reciprocal

Background knowledge
§ Index notation
§ Simplifying fractions
§ Multiplying and dividing algebraic terms
§ Index laws involving positive-integer indices
§ The zero index

Mathematics K–10 Page 97 of 179

Making connections

Connections Outcome or Stage

Stage 4 Fractions,
Developing the index laws for algebraic expressions involving
Decimals and
negative-integer indices is connected to an understanding of
Percentages
fractions and number patterns.
Stage 5 Indices A

Negative indices are used to express very small numbers in Stage 5 Numbers of any
scientific notation. magnitude

Negative indices can be combined with fractional indices. Stage 5 Indices C

Inverse variation relationships can be represented using negative- Stage 5 Variation and
integer indices. Rates of Change A & B

Stage 5 Non-linear
The graph of 𝑦 = 𝑥-1 is a hyperbola.
relationships C

Logarithmic expressions can be converted to indicial expressions. Stage 5 Logarithms

Stage 6 Mathematics
Exponential decay is represented using a negative index.
Extension 1

Indices are connected to technologies such as scientific notation

and measuring computer processing speeds and digital memory Real-world applications
sizes.

Non-routine problem solving

§ Examine geometric sequences and the role negative indices play in the relationship between
consecutive terms.
§ Conduct some ‘experiments’ to model exponential decay such as coin tosses (using coins or
M&Ms) or burn a birthday candle. Use calculator statistics functions or other digital tools to
develop the model.
x−1 1
§ Solve indicial equations such as 9 = .
27
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 98 of 179

Teaching advice for Indices C (Path)
Content
§ Indices C (Path)

Teaching advice

Key ideas
Students:

§ define and describe real, rational and irrational numbers

§ convert between a recurring decimal and its fractional form
§ identify and apply surd notation
§ expand and simplify expressions with surds using arithmetic operations
§ rationalise denominators of expressions involving surds
§ identify, describe and apply the relationship between surd notation and fractional indices
§ evaluate numerical expressions with fractional indices and surds using digital tools

Key terms
§ cube root
§ index
§ irrational number
§ rational number
§ recurring decimal
§ square root
§ surd

Background knowledge
§ Index notation
§ Factors and simplifying fractions
§ Adding and subtracting algebraic terms
§ Multiplying and dividing algebraic terms
§ Index laws involving positive-integer indices
§ Square numbers and cube numbers
§ Square roots and cube roots
§ Process of the expansion of brackets (with the option to revise and use the difference of two
squares and perfect squares)

Mathematics K–10 Page 99 of 179

Making connections

Connections Outcome or Stage

Stage 5 Non-linear
Surds and indices are connected to graphing 𝑦 = √𝑥.
relationships B, C

Rational and irrational numbers are connected to both decimals Stage 4 Fractions,
and fractions. Decimals and Percentages

Surds are connected to square numbers, cube numbers, square Stage 4 Computation with
roots and cube roots. Integers

Surds are used in calculating exact lengths using Pythagoras’ Stage 4 Pythagoras'
theorem. Theorem

The concept of rationalisation can be extended to binomial

Stage 5 Algebraic
denominators, which uses the expansion of the difference of 2
Techniques B and C
squares.

The conjugate of a surdic expression a + b√c is given by a − b√c Stage 6 Mathematics

and is related to the conjugate of a complex number. Extension 2

Proving that √2 is irrational uses proof by contradiction, which Stage 6 Mathematics

relies on the concept of rational number. Extension 2

Non-routine problem solving

§ Using the digits 1–9 at most one time each, complete the sequence so that it is in numerical
order and cannot be simplified anymore: □ ❑√ ⬚ , □ ❑√ ⬚ , □ ❑√ ⬚ .
§ Extend the use of fractional indices to algebraic expressions to find the value of x such that

a=x√ ❑
a5
.
3
√❑
❑ or √ 7 is larger.
3 ❑
§ Determine without a calculator whether √
§ The area of a rectangle is 5 ❑√ 10 . The length of the rectangle is 2 ❑√ 2. Find the breadth of the
rectangle.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 100 of 179

Teaching advice for Equations B (Path)
Content
§ Equations B (Path)

Teaching advice

Key ideas
Students:

§ solve monic quadratic equations by factorisation

§ solve cubic equations of the form a x 3=c
§ solve linear inequalities and graph their solution on a number line

Key terms
§ cubic
§ factor
§ inequality
§ linear equation
§ monic
§ number line
§ quadratic equation

Background knowledge
§ Solving one-, two- and three-step linear equations
§ Finding the cube root of a number
§ Factorisation of monic quadratic expressions
§ Graphing numbers on a number line

Making connections:

Connections Outcome or Stage

Solutions to quadratic equations are used to find features of Stage 5 Non-linear

parabolas. relationships C

Solving monic quadratic equations and inequalities requires an Stage 5 Algebraic

understanding of factorisation of these expressions. Techniques B

Stage 5 Surface Area

Formulas for volumes of solids involve cubic equations.
and Volume

Stage 5 Functions and

Inequalities are connected to regions in the Cartesian plane.
Other Graphs

Solutions of cubic polynomial equations can be found using the

Stage 5 Polynomials
factor theorem.

Solutions to quadratic inequalities can be found using factorisation. Stage 6 Mathematics

Mathematics K–10 Page 101 of 179

 Extension 1

Non-routine problem solving

§ Examine why quadratic equations could be expected to have 2 solutions. Examine the
conditions for when this holds and when it fails. How does this compare to solving cubics? Use
technology to explore if your theory holds for all equations with an odd or even degree.
§ Solve equations reducible to quadratics such as 9 x −12 ( 3 x ) +27=0 .
§ If −7< x ≤ 6, determine a and b for the inequality a< 3 x +8 ≤ b .
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 102 of 179

Teaching advice for Equations C (Path)
Content
§ Equations C (Path)

Teaching advice

Key ideas
Students:

§ solve complex linear equations including those involving algebraic fractions

§ solve quadratic equations using factorisation, completing the square and the quadratic formula
and verifie solutions using substitution
§ solve quadratic equations arising from substitution into existing formulas
§ solve word problems involving quadratic equations
§ solve equations reducible to quadratics
§ rearrange literal equations to change the subject
§ solve linear simultaneous equations both algebraically and graphically and analyse the results
contextually

Key terms
§ algebraic fractions
§ cubic
§ factorise
§ linear equations
§ literal equations
§ quadratic formula
§ simultaneous equations

Background knowledge
§ Solving monic quadratic equations using factorisation
§ Solving one-, two- and three-step equations
§ Graphing linear relationships
§ Substitution into formula
§ Addition and subtraction of fractions

Mathematics K–10 Page 103 of 179

Making connections

Connections Outcome or Stage

Stage 4 Linear
Solving simultaneous equations involves finding the point of Relationships
intersection of lines in the Cartesian plane. Stage 6 Mathematics
Standard

Stage 4/5 Equations

Solving simultaneous equations algebraically is connected to skills
Stage 4/5 Algebraic
in solving equations and algebraic manipulation.
Techniques

Stage 4 Fractions,
Solving equations involving algebraic fractions is connected to
Decimals and
foundational skills in fractions.
Percentages

Solving simultaneous equations algebraically through either the

elimination or substitution method is connected to three-step Stage 5 Equations C
equations and substitution.

Solving non-monic quadratic equations is linked to solving monic

Stage 5 Equations B
equations and factorisation.

Stage 5 Linear and Non-

Solving linear and quadratic equations is connected to graphing Linear Equations
functions on the Cartesian plane. Stage 6 Mathematics
Advanced

Equations are used in formulas such as Body Mass Index (BMI) Stage 6 Mathematics
and Blood Alcohol Content (BAC). Standard

Non-routine problem solving

1 2 1
§ If x is a solution of x + =5, without finding the value of x find the value of x + 2.
x x
§ Find the area of the region enclosed by y=2 x +1, y=−3 x +6 and the y -axis.
§ Assume that a and b are non-zero real numbers. Find the point of intersection of the lines
a y +b x=2 a and 3 a x−2 b y=4 b , leaving your answer in terms of a and b .
§ If a> 1, describe the relationship between a and b so that a+ b x+ 4 a x 2 has 2 solutions. Only
one solution? No real solutions?
M +a
§ Rearrange the literal equation P= using factorisation to make M the subject of the
M −a
equation.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 104 of 179

Teaching advice for Linear relationships C (Path)
Content
§ Linear relationships C (Path)

Teaching advice

Key ideas
Students:

§ apply formulae to find the midpoint, gradient or distance between 2 points on the Cartesian
plane
§ rearrange equations in the form y=m x +c into general form a x +b y +c=0 and vice versa
§ graph straight lines given in any form
§ find the equation of a line when given the gradient and a point on the line, using either point-
gradient form or gradient-intercept form
§ find the equation of a line given 2 points
§ find the equation of a line that is either parallel or perpendicular to a given line
§ apply coordinate geometry formulas to solve problems involving lines and geometrical figures
§ identify line and rotational symmetries in plane shapes and linear and non-linear graphs
§ perform various transformations of a point on the number plane

Key terms
§ Cartesian plane
§ coordinates
§ gradient
§ interval
§ midpoint
§ parallel
§ perpendicular
§ reflection
§ right angle
§ rotation
§ symmetry
§ transformation
§ translation

Background knowledge
§ Plotting points on the Cartesian plane
§ Recognising and describing the midpoint, gradient and distance of an interval
§ Changing the subject of an equation
§ Substitution of values into equations
§ Graphing linear relationships

Mathematics K–10 Page 105 of 179

Making connections

Connections Outcome or Stage

Developing formulas for gradient and distance are both connected to Stage 4 Pythagoras’
right-angled triangles and Pythagoras’ theorem. Theorem

Plotting points and graphing lines on the Cartesian plane are skills Stage 4 Linear
developed in Stage 4 Linear Relationships. Relationships

Translations, reflections and rotations can be applied to functions and Stage 6 Mathematics
curve sketching. Advanced

Functions that have line symmetry in the 𝑦-axis are even functions.
Stage 6 Mathematics
Functions that have rotational symmetry about the point (0,0) are odd
Advanced
functions.

Stage 6 Mathematics
Inverse functions are symmetrical in the line 𝑦＝𝑥.
Extension 1

Translations in the Cartesian plane can be described by vectors. Stage 6 Mathematics

Vectors also rely on the concepts of parallel and perpendicular lines. Extension 1

In Complex Numbers, a rotation of 90° clockwise about the origin is

Stage 6 Mathematics
equivalent to multiplying a complex number by i, a rotation of 180° is
Extension 2
equivalent to multiplying a complex number by –1.

Stage 5 Variation and

Linear relationships relate to rates and speed.
Rates of Change

Non-routine problem solving

§ The point P(x , y) is equidistant from E(4 , 3) and G(−3 , 4 ). Prove that P lies on the line
y=7 x . Find the coordinates of other two vertices of the square E F G H .
§ A BC D is a rectangle. B lies on the x -axis. The equation of the diagonal A C is x +2 y=12
and E is the y -intercept of A B. Find the equations of lines A D and D C and the coordinates
of A , D and C .
§ Every point on the curve y=x 2 +2 is reflected in the x -axis. Find the equation of the graph.
§ Every point on the curve y= ( x −2 )2 is reflected in the y -axis. Find the equation of the graph.

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 106 of 179

Teaching advice for Non-linear relationships C (Path)
Content
§ Non-linear relationships C (Path)

Teaching advice

Key ideas
Students:

§ graph parabolas by finding and using features such as x -intercepts, the y -intercept, axis of
symmetry and the vertex
§ use graphing applications to graph exponentials, hyperbolas and polynomials of the form
n
y=k x and their transformations, and identify their features
§ graph circles with centre at (0, 0) and radius r and identify their representative equations
§ graph circles with a centre (a ,b) and radius r
§ find the centre and radius of a circle from its equation
§ identify and match equations and graphs of non-linear relationships
§ find the points of intersection of a line and a curve

Key terms
§ asymptote
§ line of symmetry
§ Cartesian plane
§ circle
§ cubic
§ exponential
§ hyperbola
§ intercept
§ linear
§ midpoint
§ origin
§ parabola
§ polynomial
§ quadratic
§ radius
§ transformation
§ translation
§ vertex

Background knowledge
§ Generates a table of values and plots points on the Cartesian plane
§ Basic skills in equations
§ Substitution into equations and formulas
§ Negative numbers, powers and fractions
§ Graphs and equations of simple parabolas, exponentials and circles
§ Using graphing applications to graph simple curves

Mathematics K–10 Page 107 of 179

Making connections

Connections Outcome or Stage

Graphing non-linear relationships is connected to an understanding of

Stage 4 Equations
equations and the relationship they represent.

Graphing non-linear relationships is connected to using substitution and Stage 4 Linear

a table of values. Relationships

Stage 5 Functions
and other graphs
Graphing non-linear relationships is connected to functions. Stage 6
Mathematics
Advanced

Non-linear relationships are important in modelling changes such as

population density and changes due to factors such as natural disasters, Stage 5 Science
climate change or gentrification of urban areas.

Stage 6
Mathematics
Advanced
Non-linear relationships are seen in exponential growth and decay,
Stage 6
graphs of experimental data and projectile motion.
Mathematics
Extension 1
Stage 6 Physics

Non-routine problem solving

§ Using the equation of the unit circle, prove that the angle in a semi-circle is a right angle –
Thales’ theorem.
§ Using the equation of the unit circle, prove trigonometric identities such as sin2 θ+cos 2 θ=1,
cos ( A−B )=cos A cos B+sin A sin B .
§ Research the conic sections formed by the intersection of a cone and a plane. Examine their
reflective properties and their relationship to light. Model the conic sections using equations.
§ Discuss how parabolas are used in car headlights.
§ Research the equation of a squircle, a ‘squared’ circle. Use digital tools to fit an equation to a
photo of a plate in the shape of a squircle.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 108 of 179

Teaching advice for Polynomials (Path)
Content
§ Polynomials (Path)

Teaching advice

Key ideas
Students:

§ identify and describe polynomial expressions and their features

§ use the 4 operations with polynomials
§ use the factor and remainder theorems to solve problems involving polynomial expressions
and equations
§ graph polynomials

Key terms
§ binomial expression
§ constant
§ cubic
§ dividend
§ divisor
§ factor theorem
§ linear
§ monic
§ multiplicity of roots
§ polynomial
§ quadratic
§ quotient
§ remainder
§ variable (algebra)

Background knowledge
§ Factorisation of quadratics
§ Solving quadratic equations
§ Substitution into algebraic expressions
§ Using graphing applications to graph curves

Mathematics K–10 Page 109 of 179

Making connections

Outcome or
Connections
Stage

Stage 6
Mathematics
Polynomial theory and application are extended in Stage 6 in Year 11
Extension 1
Mathematics Extension and Year 12 Mathematics Extension 2 within the
Stage 6
context of complex numbers.
Mathematics
Extension 2

Stage 4
Polynomial manipulation relies on knowledge of integers and all four
Computation with
operations.
Integers

Stage 5 Linear
Relationships C
The names linear, quadratic, cubic, quartic and quintic are used for Stage 5 Non-
polynomials of degree 1, 2, 3, 4 and 5 respectively. linear
relationships A &
B

As polynomials are used to describe curves of various types, they are used
in the real world to graph and explore the use of curves such as a road-
building company using polynomials to describe curves in its roads.
Real-world
Polynomials are also used to model different situations, such as in the
applications
stock market to predict how prices will vary over time, in marketing to
predict how raising the price of a product will affect its sales, and to perform
cost analysis.

Polynomials are used in relation to the motion of projectiles and different

Stage 6 Physics
types of energy, including electricity.

Non-routine problem solving

§ Explain why the degree of the remainder is at most one less than the degree of the divisor in
problems such as when 2 x−1 P ( x ) is divided by x 2−3 and the largest remainder is a x +b .
§ Derive the factorisation for x 3 +1 and x 3−1 using the factor theorem and observe the patterns
in the factorisation of x n ± 1 for integers n . Explore connections with Pascal’s triangle.
§ Find the value of c and d , such that P ( x )=x 3+ 2 x 2−c x+ d , is divisible by both x−4and x +1.
§ Given that the polynomial P ( x )=x 3+ 3 x 2 +5 x+15 has one integer root. Solve P ( x ) ≥ 0.
§ When the polynomial P ( x ) is divided by x +3it has a remainder 4. When it is divided x−1it has
a remainder of −2. Find the remainder when P ( x ) is divided by x 2+ 2 x−3 .
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 110 of 179

Teaching advice for Logarithms (Path)
Content
§ Logarithms (Path)

Teaching advice

Key ideas
Students:

§ define a logarithm
§ represent expressions given in index form as logarithms and vice versa
§ graph y=a x and y=log a x and describe their graphical relationship
§ apply the laws of logarithms to evaluate and simplify expressions and solve equations
§ explain the usefulness of logarithmic scales

Key terms
§ base
§ equation
§ index
§ logarithm
§ logarithmic scale
§ reflection
§ symmetry

Background knowledge
§ Index laws
§ Solving equations
§ Graphing exponential functions
§ Using graphing application to graph curves

Mathematics K–10 Page 111 of 179

Making connections

Connections Outcome or Stage

Stage 5 Financial
Logarithms can be used to solve problems involving compound Mathematics B
interest. Stage 6 Mathematics
Advanced

Stage 5 Variation and

Connects with the concepts of inverse variation.
rates of change A

Stage 5 Functions and

Connects with concepts in Functions and Other Graphs.
Other Graphs

Connects directly with Exponential and Logarithmic Functions in Stage Stage 6 Mathematics
6. Advanced

Logarithms are used to measure physical phenomena such as Stage 6 Earth and
earthquake intensity. Environmental Science

Logarithmic scales (or log scales) are used to show a wide range of
numerical data in a compact way such as the number of people Stage 6 Biology
infected with a virus during a pandemic over time.

Non-routine problem solving

§ Without a calculator, place the following in order of increasing magnitude:
log 7 9 , log 18 16 , log 6 41 , log 2 10 .
§ Use only the digits 1–9, each digit only once, create a problem that has the smallest possible
⬚
positive answer: l o g ⬚ .
⬚⬚

§ Solve log 2 ( x+ 4 ) +log 2 (x ¿)=4 ¿.

§ Given a=log x 2 and b=log x 3 , express log x 144 in terms of a and b .
§ Solve 4 x+1=52 x−3 , correct to 3 decimal places.
§ Use the properties and laws of logarithms to explain how slide rules use logarithmic scales to
solve multiplication problems.
§ A culture of bacteria initially has a mass of one gram and triples in size every hour.
How long will it take to reach a mass of 20 grams?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 112 of 179

Teaching advice for Functions and other graphs (Path)
Content
§ Functions and other graphs (Path)

Teaching advice

Key ideas
Students:

§ define and describe a relation and a function

§ use function notation
§ apply the vertical line test for a function
§ find the domain and range of functions
§ use graphing applications to graph and compare transformations of functions
§ graph regions on the Cartesian plane given a linear inequality

Key terms
§ domain
§ element
§ exponential
§ function
§ hyperbola
§ inequality
§ parabola
§ range
§ reflection
§ relation
§ set
§ transformation
§ translation
§ vertical line test

Background knowledge
§ Substitution into algebraic expressions
§ Basic functions – parabolas, exponentials, cubic curves
§ Solving inequalities and graphing solutions on the number line
§ Using graphing applications to graph curves

Mathematics K–10 Page 113 of 179

Making connections

Connections Outcome or Stage

Stage 5 Linear
relationships
Domains and ranges of straight lines, parabolas, exponentials, cubic
Stage 5 Non-linear
and logarithmic curves, hyperbolas, polynomials and circles can be
relationships
found.
Stage 5 Polynomials
Stage 5 Logarithms

Solving equations and inequalities are connected to Equations B. Stage 5 Equations B

Further functions and relations and their properties are studied in Stage Stage 6 Mathematics
6. Advanced

Stage 6 Mathematics
Transformations and reflections of functions, including trigonometric Advanced
functions, are extended in Stage 6. Stage 6 Mathematics
Extension 1

Stage 6 Mathematics
Quadratic inequalities can be solved using graphs of parabolas.
Advanced

Inverse functions and further inequalities are topics within the Stage 6 Stage 6 Mathematics
courses. Extension

Graphical relationships of reciprocal, square root and absolute value Stage 6 Mathematics
functions are covered in Stage 6. Extension

Graphing regions is connected to graphical representation of complex Stage 6 Mathematics

numbers. Extension 2

Inequalities can be used to solve problems involving linear Stage 6 Software

programming. Engineering

Non-routine problem solving

§ Use transformations of functions and inequalities to design a logo using digital tools.
§ Define functions f (x) and g(x ) and find the composite functions f (g ( x )) and g(f ( x )).
§ Research the meaning of ‘absolute value’. Use digital tools to graph y=| x ), y=2|x ) , y=| x )+1 ,
and y=| x−1 ). Extend this to examine the graphical representation of equations of the form
y=|f (x ) ).
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 114 of 179

Teaching advice for Trigonometry C (Path)
Content
§ Trigonometry C (Path)

Teaching advice

Key ideas
Students:

§ use Pythagoras’ theorem and trigonometry to calculate an unknown length or angle in right-
angled triangles in a three-dimensional problem
§ apply the sine rule to find unknown sides and angles
§ apply the cosine rule to find unknown sides and angles
1
§ apply the formula to find the area of a triangle, A= a b sin C
2

Key terms
§ adjacent
§ angle of depression
§ angle of elevation
§ bearing
§ cosine rule
§ hypotenuse
§ prism
§ Pythagoras’ theorem
§ ratio
§ sine rule
§ trigonometric ratios

Background knowledge
§ Pythagoras’ theorem
§ Sine, cosine and tangent ratios in right-angled triangles
§ Substitution into formulas
§ Solving multi-step equations and equations involving fractions

Mathematics K–10 Page 115 of 179

Making connections

Connections Outcome or Stage

Stage 5 Properties of
geometrical figures B
The sine rule can be proven using similar triangles, circle geometry
Stage 5 Circle Geometry
or vectors.
Stage 6 Mathematics
Extension 1

Stage 4 Pythagoras’
The cosine rule is a generalisation of Pythagoras’ theorem.
Theorem

The sine and cosine rules are connected to circle geometry

theorems concerning angles at the centre and circumference and Stage 5 Circle Geometry
cyclic quadrilaterals.

Trigonometry is connected to navigation to determine the distance

Stage 5 Trigonometry A
between a boat and the shore.

Stage 5 Trigonometry D
Using the sine rule to find angles from a description may involve the
Stage 6 Mathematics
ambiguous case.
Advanced

Stage 6 Mathematics
Trigonometric identities are used to solve equations and prove and Advanced
simplify results. Stage 6 Mathematics
Extension 1

Trigonometry is used in construction to find angles and lengths. Real-world applications

Pythagoras’ theorem and trigonometry are used extensively when Stage 6 Mathematics
working with vectors. Extension 1

Stage 6 Mathematics
Pythagoras’ theorem and trigonometry are used extensively to Extension 1
calculate forces and problems involving motion, including projectiles. Stage 6 Mathematics
Extension 2

Trigonometry is used when finding the area and perimeter of Stage 6 Mathematics
irregular-shaped paddocks for fencing. Standard 2

Non-routine problem solving

§ Derive the formula for the volume of a tetrahedron.
§ A sailor leaves Port A and travels SW at a speed of 20 km/h. After 30 minutes, he does a
sharp turn and travels in the direction of 070°T at the same speed. After 45 minutes, how far is
the sailor from his starting point?
§ Tom stands at Point A, due south from the base of a tower. He observes the angle of elevation
to the top of a tower is 38°. He walks in a straight line, 50 metres to Point B, where he is now
standing on a bearing of 070° from the base of the tower. From this point, he observes the top
Mathematics K–10 Page 116 of 179
 of the tower is at an angle of elevation of 32°. Find the height of the tower correct to the
nearest centimetre.
§ Find the angle that one of the triangular faces of a square-based pyramid makes with the
horizontal base if the height of the pyramid is 80 m and the base has side length 150 m.
§ Two observers are standing at different locations X and Y on ground level. They are standing
2000 m apart and can see a balloon B in the air, hovering directly above the Point G. The
observer standing at X sees the balloon on a bearing of 023°T at an angle of elevation of 24°.
The observer standing at Y sees the balloon on a bearing of 335°T at an angle of elevation to
be 18°.
§ Apply the area rule to prove trigonometric identities such as sin ( A+ B )=sin A cos B+ sin B cos A
.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 117 of 179

Teaching advice for Trigonometry D (Path)
Content
§ Trigonometry D (Path)

Teaching advice

Key ideas
Students:

§ prove that the tangent ratio can be expressed as a ratio of the sine and cosine ratios
§ compare the features of sine, cosine and tangent curves from their graphs for angles of any
magnitude, including negative angles
§ apply the relationships for obtuse angles
§ apply the sine rule and area rule to find angles involving the ambiguous case
§ relate the gradient of a line to its angle of inclination on the Cartesian plane
§ apply the exact sine, cosine and tangent ratios for angles of 30°, 45° and 60°
§ apply the relationships between the sine and cosine ratios of complementary angles in right-
angled triangles
§ find the possible acute and/or obtuse angle(s) given a trigonometric ratio

Key terms
§ acute angle
§ angle of inclination
§ Cartesian plane
§ complementary angles
§ cosine rule
§ obtuse
§ Pythagoras’ theorem
§ sine rule
§ tangent ratio
§ trigonometric ratio
§ unit circle

Background knowledge
§ Trigonometric ratios in right-angled triangles
§ Using the sine rule and area rule
§ Operations with surds
§ Pythagoras’ theorem
§ Graphing straight lines
§ Graphing circles with centre (0, 0) and radius r
§ Using graphing applications to graph curves

Mathematics K–10 Page 118 of 179

Making connections

Outcome or
Connections
Stage

Stage 5 Non-linear
The unit circle is a circle with centre (0, 0) and radius 1.
relationships C

Stage 6
Mathematics
The trigonometric functions in terms of the unit circle are used to prove
Extension 1
trigonometric identities and are connected to Cartesian and polar
Stage 6
coordinates.
Mathematics
Extension 2

Stage 4 Linear
relationships
The formula gradient m = tanθ is connected to graphs of straight lines.
Stage 5 Linear
relationships

Stage 5 Paths
Functions and
Trigonometric functions are linked to graphing non-linear relationships and other graphs
knowledge of functions. Stage 5 Paths
Non-linear
Relationships C

Stage 4
Pythagoras’
Trigonometric functions are connected to circle geometry and Pythagoras’
Theorem
theorem.
Stage 5 Circle
Geometry

The graphs of the trigonometric functions mark the transition from

understanding trigonometry as the study of lengths and angles in triangles Stage 6 Physics
to the study of waves.

Trigonometric functions are used to calculate forces, weights, velocity,

acceleration, gravitational and magnetic fields. Waves are fundamental to
a vast range of physical and practical phenomena like light and other Stage 6 Physics
electromagnetic waves and to periodic phenomena like daily temperatures
and fluctuating sales over the year.

Stage 6
Reciprocal trigonometric ratios and transformations of trigonometric
Mathematics
functions are examined in Stage 6.
Advanced

Non-routine problem solving

§ Examine the relationship between the sine rule and the diameter of the circumcircle of a
triangle.
Mathematics K–10 Page 119 of 179
§ Use digital tools to fit a trigonometric curve to the graph of average daylight hours per month in
a chosen city. Compare the graphs for cities in the Southern hemisphere to those in the
Northern hemisphere, or a city close to the equator versus one closer to a pole.
§ Given graphs of sine, cosine and tangent, sketch the graph of their reciprocals.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 120 of 179

Teaching advice for Area and surface area B (Path)
Content
§ Area and surface area B (Path)

Teaching advice

Key ideas
Students:

§ apply Pythagoras’ theorem to find lengths of perpendicular and slant heights

§ find the surface area of right pyramids
§ find the surface area of the curved surface and total surface area of a right cone
§ find the surface area of a sphere
§ solve problems involving the surface area of solids and composite solids in real-life contexts

Key terms
§ composite
§ perpendicular
§ pyramid
§ surface area

Background knowledge
§ Pythagoras’ Theorem
§ Solving two-step and three-step equations
§ Understanding of area and surface area of prisms, including cylinders and composite shapes
§ Substitution into formulas

Mathematics K–10 Page 121 of 179

Making connections

Connections Outcome or Stage

Use of formulas links to equations and solving multi-step equations. Stage 5 Equations A

There are connections to an understanding of calculating the surface Stage 5 Area and
area of prisms. Surface Area A

Stage 5 Financial
Surface areas of solids can be applied in financial situations.
Mathematics A

Stage 4 Pythagoras’
This topic has strong connections to Pythagoras’ theorem.
Theorem

Solving problems involving surface area and volume of solids may Stage 5 Properties of
involve use of similar figures. geometrical figures A

Stage 5 Variation and

rates of change B
Stage 6 Mathematics
Surface area of solids can be explored in relation to rates of change.
Advanced
Stage 6 Mathematics
Extension

Stage 6 Mathematics
Surface area of solids can be applied in optimisation problems.
Advanced

Students could explore the surface area of the Earth, surface areas of
Real-world
geographical and historical monuments such as the pyramids in Egypt,
applications
and the area of glass tiles in the Louvre.

Students could calculate the surface area of various sporting fields and Real-world
courts. applications

Non-routine problem solving

§ Examine the surface area of a number of physical objects and compare the amount of
packaging material needed for different shapes.
§ Create ‘geodomes’ and consider the approximate surface area of the dome in comparison to
its actual surface area made up of triangles and squares. Investigate how smaller triangles and
squares affect the surface area.
§ Find the surface area of a truncated cone that has a top of radius 3 cm and a base of radius 7
cm using similar triangles.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 122 of 179

Teaching advice for Volume B (Path)
Content
§ Volume B (Path)

Teaching advice

Key ideas
Students:

§ find the volume of right pyramids and cones

§ calculate the volume of spheres
§ find the volume of composite solids, including right pyramids, right cones and hemispheres
§ solve problems involving volume and capacity of right pyramids, right cones and spheres

Key terms
§ capacity
§ composite
§ hemisphere
§ perpendicular
§ volume

Background knowledge
§ Areas of plane shapes
§ Volume of prisms
§ Volume of composite solids
§ Solving algebraic equations arising from substitution into formulas
§ Pythagoras’ theorem

Making connections

Outcome or
Connections
Stage

Use of formula connects to algebraic equations and solving multi-step Stage 5 Equations
equations. A and B

There are connections to the calculation of volume of prisms. Stage 5 Volume A

Connections can be made between volume and the surface area of the Stage 6
shape and what factors connect maximum volume to the minimum surface Mathematics
area. Advanced

Stage 6
The formulas for volumes of pyramids, cones and spheres can be derived
Mathematics
using calculus developed in Stage 6.
Advanced

Volume calculations are required for casting moulds to ensure there is Stage 4/5 Visual
enough material without wastage. Three-dimensional volume and space Arts

Mathematics K–10 Page 123 of 179

 are used when looking at sculptures or architecture.

Non-routine problem solving

§ Examine pyramids that are not right pyramids (oblique) and compare volumes based on
dimensions of bases.
§ Examine the formula for the surface area of a sphere by considering a sphere made up of
many square-based pyramids with height as the radius. The base of the pyramids adds up to
1 2
the surface area of the sphere, leaving ×r×4×π ×r .
3
§ Apply scale factors to estimate the capacity of dams based on a model.
§ Visualise a cube of side length 2a dissected into 6 congruent pyramids with a common vertex
4 3
at the centre of the cube, and hence prove that each of these pyramids has volume a , which
3
1
is of the enclosing rectangular prism.
3
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 124 of 179

Teaching advice for Properties of geometrical figures B (Path)
Content
§ Properties of geometrical figures B (Path)

Teaching advice

Key ideas
Students:

§ identify congruent figures and their properties

§ establish the tests for congruent triangles and use them to identify congruent triangles
§ develop and apply the minimum conditions for triangles to be similar
§ solve problems involving areas and volumes of similar shapes and solids
§ find sides and angles in geometrical shapes using geometrical properties and give reasons
§ solve problems relating to the interior and/or exterior angle sum of polygons

Key terms
§ congruent
§ equiangular
§ equilateral triangle
§ hypotenuse
§ isosceles triangle
§ parallelogram
§ polygon
§ proportion
§ quadrilateral
§ regular shape

Background knowledge
§ Basic angle properties and geometrical notation
§ Identifying the hypotenuse of a right-angled triangle
§ Properties of triangles, quadrilaterals and similar figures
§ Areas of plane shapes
§ Surface area and volume of solids

Mathematics K–10 Page 125 of 179

Making connections

Connections Outcome or Stage

Stage 4 Properties of
This outcome connects to basic geometrical properties and Geometrical Figures
properties of similar figures. Stage 5 Properties of
Geometrical Figures A

Work on similar triangles connects to measurement. If the ratio of Stage 4 Ratios and
matching sides is 𝑘: 1 then the ratio of the areas is 𝑘2: 1. Rates

Knowledge of the angles associated with parallel lines will help

Stage 4 Angles
students to determine the properties of polygons from congruent
Relationships
and similar triangles.

Congruent triangles are connected to transformations as one

Stage 5 Linear
triangle can be mapped onto another by a sequence of
Relationships C
transformations.

Similarity of triangles is connected to the definition of the

Stage 5 Trigonometry A
trigonometric ratios.

Stage 6 Mathematics
Extension 1
Properties of geometrical figures can be proved using vectors.
Stage 6 Mathematics
Extension 2

Properties of geometrical figures are used in proofs involving Stage 6 Mathematics

complex numbers. Extension 2

Formal proofs are used to prove number properties in Stage 6 Stage 6 Mathematics
Extension 1 and 2. Extension 1 and 2

Scales and scaled models are used in architecture, engineering and

construction to aid with construction and visualisation of the final Real-world application
product.

Non-routine problem solving

§ Use similar triangles to prove results involving coordinates such as when P(x , y) is any point
on the line segment C D , with C (a , b) and D(b , a) . Prove that x + y=a+b .
§ Construct a perpendicular from the right-angled vertex of a right-angled triangle to the
hypotenuse. In what ratio does the perpendicular divide if the other angles of the triangle are
45° or 60° and 30°?
§ Given a scaled model of an off-the-plan development, estimate the amount of land and
building material required to construct a life-sized product.
§ Use digital tools to establish the properties of triangles and quadrilaterals by geometrical
construction.

Mathematics K–10 Page 126 of 179

Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 127 of 179

Teaching advice for Properties of geometrical figures C (Path)
Content
§ Properties of geometrical figures C (Path)

Teaching advice

Key ideas
Students:

§ prove two triangles are congruent

§ prove two triangles are similar
§ draw conclusions from congruent and similar triangle proofs
§ use the definitions of special triangles and quadrilaterals
§ prove and apply theorems and properties relating to sides and angles of triangles
§ prove and apply theorems and properties relating to sides, angles and diagonals of
quadrilaterals
§ prove and apply tests for quadrilaterals
§ solve problems relating to Euclidean geometry

Key terms
§ acute angle
§ angle
§ congruent
§ corresponding angles
§ equilateral triangle
§ isosceles triangle
§ kite
§ length
§ obtuse
§ parallelogram
§ proportion
§ quadrilateral
§ ratio
§ rectangle
§ rhombus
§ right angle
§ scalene triangle
§ square
§ symmetry
§ trapezium
§ triangle

Background knowledge
§ Names and properties of special triangles and quadrilaterals
§ Geometrical notation
§ Tests for congruent triangles
§ Tests for similar triangles

Mathematics K–10 Page 128 of 179

Making connections

Connections Outcome or Stage

Stage 4 Properties of
Apply the properties of triangles and quadrilaterals.
geometrical figures

Congruent and similar triangles are used to prove further theorems

Stage 5 Circle Geometry
on angles, chords, secants and tangents in circle geometry.

Formal proofs are used to prove number properties in Stage 6 Stage 6 Mathematics
Mathematics Extension 1 and 2. Extension 1 and 2

Stage 6 Mathematics
Advanced
Geometrical proofs are related to proofs involving numbers in their Stage 6 Mathematics
sequence and structure. Extension
Stage 6 Mathematics
Extension 2

Stage 6 Mathematics
Properties of special triangles and quadrilaterals, and concepts in Extension 1
proof are required to solve geometrical vector problems in Stage 6. Stage 6 Mathematics
Extension 2

The concept of congruence is used in proofs involving real and Stage 6 Mathematics
complex numbers. Extension 2

Non-routine problem solving

§ Prove that the points A ( 0 , 0 ) , B ( n , 0 ) , C(n , n) and D(0 ,n) join to form a square. Hence prove
that the diagonals of a square bisect at right angles.
§ Show that the points A (−3 ,−7 ) , B(−6 ,−6) and C (0 , 2) join to form a right-angle triangle.
Hence find the length of the hypotenuse.
§ Given the coordinates A ( 0 , 0 ) , B (0 ,3) and C (x , y ) join to make an equilateral triangle, find the
2 possible coordinates of C .
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 129 of 179

Teaching advice for Circle geometry (Path)
Content
§ Circle geometry (Path)

Teaching advice

Key ideas
Students:

§ identify and describe parts of a circle

§ identify and prove chord properties of circles
§ identify and prove angle properties of circles
§ identify and prove tangent and secant properties of circles
§ apply chord, angle, tangent and secant properties of circles to find unknown angles and
lengths in diagrams

Key terms
§ arc
§ chord
§ circumference
§ collinear
§ cyclic quadrilaterals
§ diameter
§ intercept
§ perpendicular
§ radius
§ secant
§ sector
§ segment
§ subtend
§ supplementary angles
§ tangent

Background knowledge
§ General geometric terms and notation and properties of triangles and quadrilaterals
§ Parts of a circle
§ Angles associated with parallel lines
§ Proving 2 triangles are congruent or similar
§ Drawing conclusions from congruent and similar triangle proofs

Mathematics K–10 Page 130 of 179

Making connections

Connections Outcome or Stage

Circle geometry connects to congruent and similar triangles,

Stage 5 Properties of
which are used to prove chord, angle, secant and tangent
Geometrical Figures A and B
theorems.

Circle geometry connects to solving arithmetic and algebraic

Stage 5 Core Equations A
problems.

Stage 4 Right Angled Triangles

Circle geometry uses Pythagoras’ theorem.
(Pythagoras’ Theorem)

Stage 5 Paths Linear

Circle geometry problems connect to the concepts of midpoint
Relationships A
and ratios.
Stage 4 Ratios and Rates

Stage 5 Paths Properties of

Geometrical Figures C
The structure and terminology of proof connects to prior Stage 6 Mathematics
geometrical learning and future learning. Extension 1
Stage 6 Mathematics
Extension 2

Stage 4 Linear Relationships

Stage 5 Core Linear
Circle geometry problems are often located on the Cartesian
Relationships A & B
plane.
Stage 5 Paths Linear
Relationships C

Circle geometry connects to problem-solving with properties of Stage 5 Properties of

geometrical figures. Geometrical Figures A, B & C

Stage 6 Mathematics
Circle geometry theorems can be proven using vectors.
Extension 1

Circle geometry is used in Complex Numbers in Stage 6 Stage 6 Mathematics

Mathematics Extension 2. Extension 2

Non-routine problem solving

§ Examine, prove and use the converse of the theorems related to cyclic quadrilaterals.
§ Use circle theorems and coordinate geometry to prove that the line x + y=2 is a tangent to the
circle x 2+ y 2=2.
§ Define the orthocentre, the circumcentre and the centroid of any triangle. Use digital tools to
show they are collinear. Prove that the centroid divides the interval joining the circumcentre
and the orthocentre in the ratio 2:1.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 131 of 179

Teaching advice for Introduction to networks (Path)
Content
§ Introduction to networks (Path)

Teaching advice

Key ideas
Students:

§ define and identify examples of graphs and networks

§ identify a vertex, an edge and the degree of a graph
§ define and compare planar and non-planar graphs
§ describe and apply Euler’s formula for planar graphs
§ define the terms trail, circuit, path and cycle
§ describe Eulerian trails and circuits in the context of the Königsberg bridge problem

Key terms
§ circuit (networks)
§ connected
§ cycle (networks)
§ degree (networks)
§ edge (networks)
§ face (networks)
§ network
§ path (networks)
§ planar graph
§ trail (networks)
§ vertex
§ walk (networks)

Background knowledge
§ Basic knowledge of real-world networks such as communication networks or delivery networks

Mathematics K–10 Page 132 of 179

Making connections

Connections Outcome or Stage

Graph theory has many real-world connections, including Stage 6 Mathematics

computer network systems, the NBN network, utilities such as the Standard
electricity network, and water pipes connecting homes. Real-world applications

A common connection in the digital space are applications such as Stage 6 Mathematics
online maps, GPS mapping and directions. Standard

Networks are connected to the mapping of chemical bonds. Stage 6 Chemistry

Networks can be used to demonstrate interactions and

dependencies between flora and fauna within an ecosystem or Stage 6 Biology
habitat.

Stage 4, 5 and 6
Networks can be used to represent interactions between Geography
businesses, consumers, peoples and cultures, and environments Aboriginal and Torres
to investigate sustainability. Strait Islander histories and
cultures

Local water systems and effects of high rainfalls and flow capacity,
Stage 4, 5 and 6
as well as flight paths for international movement of people, are all
Geography
examples of networks.

Non-routine problem solving

§ Examine special types of networks such as Eulerian circuits and Hamiltonian circuits. Use
digital technology to graph examples and outline the differences and similarities between the 2.
§ Prove whether a graph is or is not a planar graph and explain the proof.
§ Explore directed graphs and weighted graphs and examine the application of these types of
networks in electronic circuits, railway networks in major cities, flight paths for air-traffic
controllers, online maps and GPS navigation. What are the overriding principles when
designing an efficient network?
§ Examine the shortest path possible in a network.
§ Examine the concept of graph colouring, the chromatic number k and the four-colouring
theorem.
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 133 of 179

Teaching advice for Data analysis C (Path)
Content
§ Data analysis C (Path)

Teaching advice

Key ideas
Students:

§ engage in the process of conducting a statistical inquiry

§ evaluate the choice of sampling methods
§ examine the use of statistics and probabilities in decision-making

Key terms
§ bias
§ dataset
§ hypothesis
§ sample

Background knowledge
§ Visual representations of data such as a chart or a colour-coded map, or other items that
represent data visually
§ Sourcing datasets
§ Basic summary statistics

Mathematics K–10 Page 134 of 179

Making connections

Connections Outcome or Stage

Stage 6 Mathematics
Data visualisations such as Pareto charts are explored further in Standard
Stage 6. Stage 6 Mathematics
Advanced

This outcome is connected to the examination of different sampling Stage 6 Mathematics

methods in Stage 6. Standard

This outcome is connected to organising and displaying data into Stage 6 Mathematics
appropriate representations in Stage 6. Standard

The proportion of a sample which contains a particular characteristic

Stage 6 Mathematics
is called the sample proportion. The distribution of sample proportions
Extension 1
is explored in Stage 6.

Data inquiry has many connections to real-world applications in

Real-world applications
government and corporate settings.

Stage 5 Science (Data

Science)
Stage 6 Chemistry
Stage 6 Physics
Direct connection to the Depth Studies in Stage 6 Science,
Stage 6 Biology
particularly Investigating Science and Science Extension.
Stage 6 Investigating
Science
Stage 6 Science
Extension

Aboriginal and Torres

Bias in data is connected to statistical analysis of representations of
Strait Islander histories
Aboriginal and Torres Strait Islander Peoples
and cultures

This topic leads into Data Science, which combines particular field
expertise, digital skills and knowledge of mathematics and statistics to University Study in Data
extract meaningful pieces of information, allowing for Science
recommendations on future actions.

Non-routine problem solving

§ Examine the effect of taking different samples from a dataset. Do the summary statistics
change? How does changing the size of the sample impact the summary statistics?
§ Gather or create datasets in Excel and create different types of graphs. Discuss how different
visualisations of the same dataset can affect the viewer differently. Discuss when a bar chart
can be more effective than a pie chart.
§ Examine common visualisations used in industry: spiral chart, spider chart, area charts,
stacked bar graphs, bubble charts.

Mathematics K–10 Page 135 of 179

§ Create a dashboard, a collection of visualisations that can be shown on a single page. It
consists of a selected group of visuals that provide quick insight into the data or story
presented.
§ Critically evaluate data visualisations used in media and reports, such as newspaper articles,
scientific studies, company annual reports etc. and discuss all the elements relating to the
graph. Are the scales appropriate or misleading? Would a different type of graph have more
impact? Would a different type of graph be easier to interpret?
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 136 of 179

Teaching advice for Probability B (Path)
Content
§ Probability B (Path)

Teaching advice

Key ideas
Students:

§ construct Venn diagrams and 2-way tables

§ interpret Venn diagrams and 2-way tables
§ convert between Venn diagrams and 2-way tables
§ use set language and notation
§ identify and describe conditional statements
§ identify and describe independent and dependent events
§ identify and describe mutually exclusive and non-mutually exclusive events
§ use 2-way tables and Venn diagrams to solve probability problems

Key terms
§ 2-way table
§ complementary events
§ conditional
§ dependent events
§ independent events
§ mutually exclusive events
§ sample space
§ Venn diagram

Background knowledge
§ Basic probability principles and language of probability
§ Probability of compound events

Making connections

Outcome or
Connections
Stage

Probabilities are used in many occupations to make predictions and

business decisions: card games, insurance, risk management, algorithmic Real-world
trading, meteorology, sports, data science and data analytics, machine applications
learning.

Describe multistage chance experiments involving independent and Stage 5

dependent events. Probability A

Stage 6
The formula for conditional probability can be used to calculate
Mathematics
probabilities.
Advanced

Mathematics K–10 Page 137 of 179

Non-routine problem solving
§ Examine the application of conditional probability to Data Science. Examine medical studies
and construct or interpret a confusion matrix and then determine the precision, recall and F1
values from the confusion matrix.
§ Define the posterior probability within the context of categorial data samples. Conduct
experiments and calculate the posterior probability of data samples.
§ I have 3 bags that each contain 100 marbles. Bag 1 has 75 red and 25 blue marbles. Bag 2
has 60 red and 40 blue marbles. Bag 3 has 50 red and 50 blue marbles. I choose one of the
bags at random and pick, at random, a marble from the chosen bag. What is the probability
that the chosen marble is red? (Apply the Law of total probability to solve this problem.)
§ Determine whether 2 events are independent by considering P ( A∨B ) =P ( A ).
Further advice is given in support materials which provide teaching strategies, supports and
scaffolds demonstrating how to support the diversity of learners in Mathematics 7–10.

Mathematics K–10 Page 138 of 179

Glossary
Mathematics K–10 Terms
absolute error

In a measurement, half of the smallest unit of the measuring device. The smallest unit is called the
precision of the device.

access content points

Content for students with significant intellectual disability who are working towards the Early Stage
1 outcomes. Teachers can use the access content points on their own, or in combination with the
content for each outcome.

accuracy

A measurement result that is considered to be close to the true value.

acute angle

An angle smaller than a right angle between 0° and 90°.

adjacent

Has different meanings for different mathematical contexts. For example, adjacent vertices in a
network are joined by an edge and adjacent faces in a solid have a common edge. In trigonometry,
the adjacent side of a right-angled triangle is the side next to the angle to which the trigonometric
ratio is referring.

adjacent angles

Angles that share a vertex and an arm. They do not overlap.

Extended in 7–10: Two angles at a point are called adjacent if they share a common ray and a
common vertex and lie on opposite sides of the common ray.

algebraic expression

A mathematical statement formed by combining numbers and algebraic symbols using arithmetic
operations, eg a 2+3 a b−2 b 2.

algebraic fraction

A fraction in which the numerator and/or the denominator are algebraic expressions.

algebraic term

Forms a 'separable' part of some other algebraic expression. For example, x 2 and 5 x−1 are terms
in the inequality x 2 ≤ 5 x−1, and 2, −3 x , 5 x 2 are terms of the polynomial 2−3 x +5 x 2.

alternate angle

In each diagram below, the 2 marked angles are called alternate angles (since they are on
alternate sides of the transversal).

Mathematics K–10 Page 139 of 179

If the lines A B and C D are parallel, then each pair of alternate angles is equal.

angle

Formed by 2 straight lines meeting at a common endpoint, called the vertex. An angle can describe
the amount of turn between its 2 arms (lines).

angle of depression

The angle between horizontal and the line of sight from an observer to an object that is lower than
the observer.

angle of elevation

The angle between horizontal and the line of sight from an observer to an object that is higher than
the observer.

Mathematics K–10 Page 140 of 179

angle of inclination

The angle the line makes with the positive x -axis as part of a straight line.

approximate

22
An estimate of a number or an amount to a particular accuracy. For example, and 3.1416 are
7
approximate values, or approximations, for the number π .

arc

A part of a circle’s circumference.

array

An array is one of several different arrangements that can be used to model multiplicative
situations involving whole numbers. It is made by arranging a set of objects, such as counters, into
columns and rows. Each column must contain the same number of objects as the other columns,
and each row must contain the same number of objects as the other rows.

associative law

When more than 2 numbers are added or multiplied, the result is unchanged regardless of how
they are grouped or associated. For example, addition of numbers is associative, and the
corresponding associative law is: ( a+ b ) +c=a+ ( b+ c ) for all numbers a , b and c .

Multiplication is also associative: ( a b ) c=a ( b c ) for all numbers a , b and c .

asymptote

A line (or a curve) whose distance from a curve approaches zero as x or y gets infinitely large or
1
infinitely small. For example, the curve y=2x has an asymptote y=0 and the curve y= has
x
asymptotes x=0 and y=0.

attribute

A quality, feature or characteristic of an object or shape.

average

A number expressing a central or typical value in a set of data. While it usually refers to the
arithmetic mean, that is, the sum of a set of numbers divided by the number of numbers in the set,
it may also refer to other measures of centre.

Mathematics K–10 Page 141 of 179

base

Has different meanings for different mathematical contexts. A base is a number that is raised to a
power and the base of a solid is the face the object rests on.

bearing

A direction from one point on the Earth’s surface to another. Two types of bearings may be used:
compass bearings and true bearings.

See compass bearing and true bearing

bias

A systematic favouring of certain outcomes more than others, due to unfair influence (knowingly or
otherwise).

binomial expression

The distribution of a set of data that has 2 modes. The term 'bimodal' is also used if the graph of
the distribution has 2 distinct peak values, which may not be equal.

bivariate data

Data relating to measurement of 2 variables. It can be categorical data, numerical data or a

combination of both.

box plot

A synonym for a box-and-whisker plot. A graphical display of a 5-number summary of data. The
‘box’ covers the middle 50% of scores. The ‘whiskers’ extend to the maximum and minimum values
in the data set.

In a box plot, the 'box' covers the interquartile range (IQR). A vertical line in the box is used to
indicate the location of the median.

The box plot below has been constructed from the 5-number summary of the resting pulse rates of
17 students.

capacity (internal volume)

Generally refers to the amount a container can hold.

Mathematics K–10 Page 142 of 179

A term used to describe how much a container will hold. It is often used in relation to the volume of
fluids. Units of capacity (volume of fluids or gases) include litres and millilitres.

See internal volume (capacity)

Cartesian coordinate system

A system (named after French mathematician René Descartes) that describes the exact location of
any point in a plane using an ordered pair of numbers, called coordinates. It is defined by the
intersection of a horizontal and vertical number line at a point called the origin. The coordinates of
the origin are (0, 0). Positions are represented by an ordered pair of real numbers (x, y). Also
known as the rectangular coordinate system, or Cartesian plane.

categorical variable

A variable whose values belong to exactly one of a number of categories. A categorical variable
describes a quality or characteristic of something. Sometimes called a discrete variable. There are
2 types of categorical variables: nominal and ordinal. For example, your home state or blood type
are categorical variables.

causal

Two variables with a relationship which indicates that one event is the result of the occurrence of
the other event.

chance

A possibility of something happening.

chord

A line segment (interval) joining 2 points on a circle.

circle

All points equal to a given distance from a fixed point, the centre. When used to describe a shape,
a circle includes all points inside the boundary.

circuit (networks)

A path that begins and ends on the same vertex. Vertices can be repeated.

circumference

The boundary of a circle. The length of the circumference C is given by C=π d , where d is the
diameter. Alternatively, it is given by C=2 π r , where r is the radius.

closed shape

A shape enclosed by all its sides with no gaps.

Mathematics K–10 Page 143 of 179
co-interior angles

A pair of angles that lie between a pair of parallel lines cut by a transversal and have a sum of 180
degrees or 2 right angles.

In each diagram the 2 marked angles are called co-interior angles.

If the 2 lines are parallel, then co-interior angles add to give 180° and so are supplementary.

Co-interior angles formed by parallel lines are supplementary. In the diagram below the angles
∠CGF and ∠AFG are supplementary. If the lines A B and C D are parallel then α + β=180:

Conversely, if a pair of angles are supplementary, then the lines are parallel.

coefficient

A numerical quantity which multiplies a variable in an algebraic expression. For example, 5 is the
coefficient of 5 x . Variables with no number have a coefficient of 1.

collinear

Describes points that lie on the same straight line.

combinations

The various ways a group of items can be arranged without regard to order.

commission

The sum or percentage paid for services, for example to an agent or salesperson.

common factor

A factor of each element of a set of numbers or an algebraic expression. Also known as common
divisor.

Mathematics K–10 Page 144 of 179

For example, 6 is a common factor of 24, 54 and 66, and x +1 is a common factor of x 2−1 and
2
x + 5 x + 4.
commutative property

Commutative property of addition or multiplication means that two numbers can be added or
multiplied in any order and the solution will be the same.

Commutative law, commutativity and turn-around facts are interchangeable terms.

compass bearing

Angles either side of north or south. For example, a compass bearing of N50°E is found by facing
north and moving through an angle of 50° to the east.

complementary angles

Two adjacent angles that form a right angle, ie the sum of the angles measured in degrees is 90°.

complementary events

Two mutually exclusive outcomes in a probability experiment, such that P( A)+¿ P(B) ¿ 1 where P
( A) is the probability of event A and P (B) the probability of event B.
composite number

A non-zero natural number that has a factor other than 1 and itself. For example, all even numbers
besides 2 are composite numbers. Some odd numbers are composite (for example, 21) but not all
are composite (for example, 11).

composite shape

A shape that is formed by combining other plane shapes. Composite shapes are often described
as 'complex' when they are made up of many and different shapes.

compound interest

The interest earned by investing a sum of money (the principal) when each successive interest
payment is added to the principal for calculating the next interest payment.

concavity

Indicates whether the curve ‘opens’ up (concave up) or ‘opens’ down (concave down). For
example, the parabola y=x 2 is concave up and the parabola y=− x2 is concave down.

conditional probability

Consideration of whether the knowledge of the occurrence of one event, A, affects the probability
of occurrence of another event, B.

Mathematics K–10 Page 145 of 179

congruent

An exact match between every part of one figure with the corresponding part of another figure, ie
congruent figures can be exactly superimposed on each other.

connected

In the Cartesian plane, 2 points are connected if there is a line or curve that joins them. In a
network, a set of points is connected if every point can be reached from another point. A set of
points that is not connected is called disconnected.

Examples of a connected network and a disconnected network respectively are shown below:

conserved

Not created or destroyed.

constant

A fixed numerical value. For example, in the algebraic expression x +11, the number 11 is a
constant.

constant difference

Constant difference refers to a common difference between pairs of numbers. For example:

§ the difference between 3 and 7 is 4, and another pair of numbers that has a difference of 4 is 2
and 6.
container

Objects such as bottles, jars and tubs.

continuous numerical variable

A numerical variable that can take any value that lies within an interval. The values taken are
subject to the accuracy of the measuring instrument used to obtain these values.

For example, height, reaction time to a stimulus, and systolic blood pressure.

Mathematics K–10 Page 146 of 179

converse

If one relationship is true, then the opposite is also true.

The converse of a statement ‘If P then Q ' is 'If Q then P'. For example, the converse of
Pythagoras’ theorem is that if the sum of the squares of 2 sides of a triangle is equal to the square
of the third side, then the triangle is right-angled.

coordinates

A set of values that define the position of a point or an object in a space. The coordinate system
being used will govern the nature of the coordinates.

corresponding angles

Angles that lie in the same relative position at the points of intersection where a pair of lines is cut
by a transversal.

If the lines are parallel, then each pair of corresponding angles is equal.

Conversely, if a pair of corresponding angles is equal, then the lines are parallel.

cosine ratio

The ratio of the length of the base, b , of a right-angled triangle to the length of its hypotenuse, h ,
ad j ac ent
for a given base angle theta, θ . In any right-angled triangle, cos θ= , where
h y pot enus e
0<θ <90 °.

Mathematics K–10 Page 147 of 179

cross-section

The intersection of a solid with a plane. May differ for a given solid depending on the orientation of
the slicing plane. For example, the cross-section of a sphere will be a circle (of different radius
depending on the slicing plane), while the cross-section of a cube could be a square or other
polygon (eg triangle, hexagon) depending on the orientation of the slicing plane.

cube

An object with 6 equal square faces and 12 edges.

cube root

The inverse or opposite of cubing a number. For example, the cube root of 8 is 2 because
2 ×2 ×2=8. In symbols it is written √3 ¿ 2.

cubic

Having the form of a cube or being of the third power or degree.

curve

A one-dimensional figure that is not straight.

curved surface

Surface of an object that is not flat, eg a cylinder has one curved surface.

cycle (networks)

A trail that finishes on the vertex it begins on. No vertex is repeated.

cyclic quadrilateral

A quadrilateral with every vertex (corner point) on a circle’s circumference.

cylinder

An object that has parallel circular discs of equal radius at the ends that are joined by a curved
surface.

Mathematics K–10 Page 148 of 179

data

Facts or units of information collected together.

dataset

A collection of numbers or values relating to a particular subject. Datasets are normally presented
in tables or represented by graphs. For example, the test scores of each student in a particular
class.

decimal

Used to describe aspects of the base-10 number system. The decimal point (. or ,) separates the
whole number part of a number from its decimal part.

degree (networks)

The degree of a vertex is the number of edge ends at that vertex.

Degrees (geometry)

A unit for measuring an angle. Angles are measured as a proportion of a full turn which is
1
equivalent to 360 degrees, so that one degree is equal to of a full turn. Written as α°.
360
denominator

Comes from Latin, meaning ‘that which gives a name’ [de- “completely”; nomen “name”]. The
denominator of a fraction identifies the name of the fractional parts (eg thirds, quarters or fifths).

a
Extended in 7–10: In the fraction , b is the denominator. It is the number of equal parts into which
b
the whole is divided.

dependent events

An event that relies on another event to happen first. One event influences the probability of
another event.

dependent variable

The variable used to represent the output values of a function. A dependent variable is generally
represented on the vertical axis of a graph.

depreciation

A decrease in value due to wear and tear, decay, decline in price etc.

diameter

A chord passing through the centre of a circle. The word is also used for the length of the diameter.

Mathematics K–10 Page 149 of 179

difference

The difference of two numbers is the result of subtracting one from the other. You can use
subtraction or addition to find the difference between two numbers. For example:

To find the difference between 15 and 21, you can:

§ add 5 up from 15 to get to 20, then add one more to get to 21, so the difference is 6
§ start with 21 and count back to find the difference of 6.
direct variation

A proportional relationship where one quantity directly varies with respect to a change in another
quantity. This implies that if there is an increase (or decrease) in one quantity then the other
quantity will experience a proportionate increase (or decrease).

discrete variable

Individual and countable items that can be listed.

distribution

The spread of data which can be shown graphically or in a table.

distributive law

Multiplication of numbers is distributive over addition because the product of one number with the
sum of 2 others equals the sum of the products of the first number with each of the others. For
example, the product of 3 with ( 4 +5 ) gives the same result as the sum of 3 × 4 and 3 ×5 :

3 × ( 4+5 )=3 ×9=27 and 3 × 4+3 ×5=12+15=27

The distributive law is expressed algebraically as follows:

a ( b +c )=a b +a c , for all numbers a , b and c .

dividend

The number that is divided or distributed in a division problem. For example, in 12 ÷3=4 , 12 is the
dividend.

domain

The set of allowable values of x in a function or relation.

doubling and halving

Doubling and halving is a strategy that can make solving multiplication problems easier, eg solving
4 x 12 is the same as solving 2 x 24.

Doubling and halving is also a strategy used to find factors of a number. For example:

§ to find the factors of 24, start with 1 x 24 then double and halve, 2 x 12, 4 x 6, 8 x 3.
edge

The line segment formed by the intersection of two faces of a polyhedron, eg a cube has 6 faces
and 12 edges.

edge (networks)

A line which joins vertices to each other in a network diagram.

Mathematics K–10 Page 150 of 179
element(s)

A member of a set. For example, 3 is a member of the set of natural numbers N={0 , 1 ,2 , 3 , 4 , . . .}
. This relation can be written more concisely as 3 ∈ N ('3 is an element of the set N ').

enlargement transformation

A scaling of a figure in which the corresponding lengths in the transformed figure are increased or
decreased in proportion to the original figure. The 2 figures are similar.

equal-arm balance

A balance where the distance from the support point (middle) to the arms at each end is equal.

equally likely outcomes

An event for which all outcomes have the same probability of occurring. For example, in tossing a
fair coin, the outcome ‘head’ and the outcome ‘tail’ are equally likely. In this situation,
P ( head )=P ( tail )=0.5 .
equals sign

In mathematics, the equals sign is used to indicate equivalence, eg 5 + 1 = 2 + 4 and to show that
two or more amounts have the same value.

See equivalent

equation

A statement that includes the ‘=’ symbol. Equations are used to show the equality of 2 expressions.
For example, 3+14=11+ 6.

Another form of equation is an identity involving algebraic expressions that is true for all values of
the variables involved. For example, x 2−4= ( x −2 )( x +2 ) .

equiangular

When the angles of one polygon are equal to the corresponding angles of another polygon.

equivalent

Two things are equivalent if they have the same value.

See equals sign

equivalent fractions

1 2 4
Fractions that are different representations of the same value, for example = = .
2 4 8
Mathematics K–10 Page 151 of 179
 a c
Two fractions and are equivalent if they are equal, that is, a d =b c .
b d
event

Situations that occur in the everyday context, eg having lunch. In the context of probability, the set
of possible outcomes.

Extended in 7–10: A subset of the sample space for a random experiment. For example, the set of
possible outcomes from tossing 2 coins is {H H , H T ,T H ,T T }, where H represents a 'head' and
T is a 'tail'. For example, if A is the event 'at least one head is obtained', then
A={H H , H T , T H }.
exponential

A relationship in which the independent variable occurs as an exponent (or power/index) with a
positive base. For example, y=2x is an exponential relationship where x is the independent
variable. The graph of an exponential relationship is an exponential curve.

expression

Two or more numbers or variables connected by operations. For example, 17−9, 8 × ( 2+3 ),
2 a+3 b are all expressions. Expressions do not include an equals sign.
extrapolation

Occurs when the fitted model such as a line of best fit is used to make predictions using values
that are outside the range of the original data upon which the fitted model was based.

Mathematics K–10 Page 152 of 179

face

A flat surface of a 3-dimensional geometric object (polyhedron) with only straight edges.

face (networks)

A bounded region in a network.

factor

A number which divides another number without a remainder. For example, 1, 2, 3 and 6 are
factors of 6 but 4 and 5 are not.

Extended in 7–10: Numbers or algebraic expressions are factors (or divisors) of another number if
they multiply to give that number. For example, 3 and 4 are factors of 12 as 3 × 4=12. This can be
written algebraically as x and y are factors of m , if m=x y .

factor theorem

If p ( x ) is a polynomial and p ( a ) =0 for some number a , then p ( x ) is divisible by x−a . The factor
theorem can be used to obtain factors of a polynomial.

factorise

To express a number or algebraic expression as a product. For example, 15 is factorised when

expressed as a product: 15=3× 5 and x 2−3 x+ 2 is factorised when written as a product:
2
x −3 x+ 2=( x +1 ) ( x −2 ).
five(5)-number summary

A method for summarising a dataset using 5 statistics: the minimum value, the lower quartile, the
median, the upper quartile and the maximum value.

fraction

The result of a division. For example, 2 divided by 4 produces quarters. Fractions also represent:

§ a relationship or ratio
§ parts when a whole is partitioned into equal parts
§ numbers between whole numbers
§ units of measure.
frequency

The number of times that a particular value occurs in a data set. For grouped data, it is the number
of observations that lie in that group or class interval. For example, when rolling a dice 20 times,
‘the frequency of a 6’ means how many times the number 6 comes up.

frequency distribution

A visual display that organises and presents frequency counts of scores so that the information can
be interpreted more easily.

Frequency distributions can be displayed in tabular or graphical form.

function

A function f assigns to each element of one set S precisely one element of a second set T .

The functions most commonly encountered in elementary mathematics are real functions of real
variables. For such functions, the domain are sets of real numbers.
Mathematics K–10 Page 153 of 179
Functions are usually defined by a formula for f ( x ) in terms of x . For example, the formula f ( x )=x 2
, defines the ‘squaring function’ that maps each real number x to its square x 2.

future value

The total value of an investment or annuity at the end of a specified term, including all contributions
and interest earned.

gradient

The slope of a line. It is calculated as the gradient of a line segment it contains. The gradient ( m ) of
( y 2− y 1)
the line containing A(x 1 , y 1) and B(x 2 , y 2 ) is calculated as m= . Formally, if A(x 1 , y 1) and
(x 2−x 1)
B(x 2 , y 2 ) are points in the Cartesian plane, where x 2−x 1 ≠ 0, the gradient of the line segment (or
y 2− y 1
interval) A B is given by m= .
x 2−x 1

graph

A visual representation of statistical data or of a relationship between variables. Ordered pairs of

values ( x , y ) that represent the function or relation are plotted to form a graph. Graphs of statistical
data include dot plots, box plots, column graphs, divided bar graphs and histograms.

Gregorian calendar

The Gregorian calendar is the most widely used solar dating calendar. It was introduced in 1582 as
a modification of the Julian calendar.

grouping division

Grouping (quotitive) division requires finding how many groups are formed, eg if I have 12 marbles
and each child gets 4, how many children will get marbles?

When grouping, the quotient represents the number of groups within the shared quantity.

hectare

A common unit of land measure in the metric system, equal to 100 acres, or 10 000 square metres
(approximately 2.47 acres).

hefting

Testing the weight of an object by lifting and/or balancing it.

hemisphere

Half of a sphere.

highest common factor (HCF)

The common divisor of a given set of natural numbers that is greater than each of the other
common divisors. For example, 1, 2, 3 and 6 are common factors of 24, 54, and 66, and 6 is the
highest common factor.

hyperbola

1
The graph of y= produces what is called a rectangular hyperbola. The x - and y - axes are
x
asymptotes.
Mathematics K–10 Page 154 of 179
hypotenuse

The longest side in a right-angled triangle which is opposite the right angle.

hypothesis

A supposition or proposed explanation made on the basis of limited evidence as a starting point for
further investigation.

independent events

Two events are independent if knowing the outcome of one event tells us nothing about the
outcome of the other event.

independent variable

A variable used to represent the input values of the function. Generally represented on the
horizontal axis of a graph.

index

Also called ‘exponent’. The power to which a number or algebraic expression is to be raised. The
index or exponent is written as a superscript. Positive integral exponents indicate the number of
times a term is to be multiplied by itself.

indices

The plural of the term index.

inequality

A statement that one number or algebraic expression is less than (or greater than) another. There
are 4 types of inequalities:

§ a is less than b is written a< b

§ a is greater than b is written a> b
§ a is less than or equal to b is written a ≤ b

Mathematics K–10 Page 155 of 179

§ a is greater than or equal to b is written a ≥ b .
inference

A conclusion reached on the basis of evidence and reasoning.

infographic

A chart, diagram or illustration (as in a book or magazine or on a website) that uses graphic
elements to present information in a visually striking way.

integer

A whole number, positive, negative or zero eg -3, -2, -1, 0, 1, 2 …

intercept

The point at which a curve or function crosses an axis or other curve in a plane. The point at which
a curve crosses the x -axis ( y=0) is called the x -intercept and the point at which a curve crosses
the y -axis ( x=0 ) is called the y -intercept.

interior angle

When referring to polygons, the inner angles formed by 2 adjacent sides.

When referring to a transversal cutting through a pair of straight lines, the 4 angles formed are
called interior angles.

internal volume (capacity)

A measure of how much a container can hold.

interpolation

Making predictions between known data values. For example, working between 2 known points on
a graph to predict a value in between these points.

interquartile range (IQR)

A measure of the spread within a numerical dataset. It is equal to the upper quartile ( Q3 ) minus the
lower quartile ( Q1 ); that is, I Q R=Q 3−Q1.

The IQR is the width of an interval that contains the middle 50% (approximately) of the data values.

interval

A continuous subset of the real number line. For example, ‘the set of all real numbers greater than
or equal to 10’.

inverse operation

The operation that reverses the effect of another operation.

Examples:
Mathematics K–10 Page 156 of 179
§ Addition and subtraction are inverse operations. When you add 3 to 7 you get 10. If you then
subtract 3, you get back to 7.
§ Multiplication and division are inverse operations. When you multiply 6 by 2 you get 12. If you
then divide by 2 you get back to 6.
inverse variation

When one variable increases as the other variable decreases. For example, if y is said to be
k
‘inversely proportional’ to x , the equation is of the form y= , where k is a constant of variation (or
x
proportion). Also known as inverse proportion.

irrational number

m
A number that cannot be expressed as a fraction in the form , where m and n are integers and n
n
is non-zero. The decimal form of irrational numbers does not terminate and is non-recurring.

jump strategy

A mental calculation method that involves jumping from one number (usually the largest number)
either forwards (addition) or backwards (subtraction) to the solution.

length

Measure of an object from end to end.

line

A one-dimensional figure that is straight, has no thickness and extends endlessly.

line of best fit

A line drawn through a scatter plot of data points that represents the nature of the relationship
between 2 variables.

linear equation

An equation involving linear expressions. The general form of a linear equation in one variable is
a x +b=c where a , b and c are constants.
linear pattern

A pattern created by the regular repetition of units with the same difference between terms.

linear relationship

Two variables x and y are in a linear relationship (or form a linear function) if they are connected
by an equation of the form y=m x +c . Graphically, m is the gradient and c is the intercept with the
vertical axis of the corresponding linear graph.

list

A number of items, typically presented one after the other.

literal equation

An equation that contains mostly letters, such as P=2 l+2 w , where each variable represents a
quantity ‘literally’. Formulas are literal equations.

Mathematics K–10 Page 157 of 179

logarithm

The logarithm of a positive number x is the power to which a given number b , called the base,
must be raised in order to produce the number x . The logarithm of x , to the base b is denoted by
log b x .

Algebraically: log b x= y is equivalent to b y =x .

logarithmic scale

A scale where successive endpoint values of intervals increase by a constant factor

(multiplicatively). Contrast with linear scales in which the increase is a constant amount.

magnitude

The size or absolute value of a number. For example, + 4 and −4 have a magnitude of 4.

mass

The amount of matter in an object.

mean

The sum of values in a data set divided by the total number of values in the data set. Also called
the average.

measure of centre

A statistic that is used to summarise a data set. There are 3 common measures of centre for a data
set: mode, median and mean.

measure of spread

In statistics, different methods of calculating the variability of a set. The most commonly used
measures of spread are the range, interquartile range, and standard deviation.
Mathematics K–10 Page 158 of 179
median

The value in a set of ordered data that divides the data into 2 parts. It is frequently called the
'middle value'.

midpoint

A point on a line segment or interval that divides the segment into 2 equal parts.

Let ( x 1 , y 1 ) and ( x 2 , y 2 ) be points in the Cartesian plane. Then the midpoint M of line segment A B

has coordinates ( x +2 x , y +2 y )
1 2 1 2
.

This can be seen from the congruent triangles below.

mode

The most frequently occurring value in a set of data.

Extended in 7–10: There can be more than one mode. When there are 2 modes, the dataset is
said to be bimodal.

monic

A polynomial in which the coefficient of the leading term is 1.

multiples

Products formed using the same base number multiplied by different whole numbers, eg 3, 6, 9, 12
…

multiplicity of roots

The number of times a particular number is a root for a given polynomial.

For example, in the polynomial equation P ( x )=( x+ 3 )4 ( x−5 ) ( x−8 )2=0, the root −¿ 3 has
multiplicity 4, 5 has multiplicity 1, and 8 has multiplicity 2.

mutually exclusive events

Two events which cannot have simultaneous outcomes in the same chance experiment.
Mathematics K–10 Page 159 of 179
For example, when a fair coin is tossed twice, the events 'HH' and 'TT' cannot occur at the same
time and are, therefore, mutually exclusive.

In a Venn diagram, as shown below, mutually exclusive events do not overlap.

net

A diagram showing the pattern of connected faces and the edges of an unfolded polyhedron (a
solid with all faces polygons).

One possible net for a cube is shown below.

network

A set of points (vertices or nodes) some of which are joined by lines or curves (edges) which
sometimes enclose regions (faces). For example, road networks, a family tree or the edges lining a
tennis court.

non-linear

Functions or graphs that cannot be represented by a straight line or a linear function.

number bonds

Combinations (pairs) of numbers that add to a given number, eg 8 + 2, 6 + 4, and 7 + 3 all bond to
form 10.

number chart

A table that lists numbers in numerical order. There are different types of number charts.

Examples:

§ a 1–120 or 0–99 chart

§ a calendar display for a month.

Mathematics K–10 Page 160 of 179

number line

A number line is used to represent numbers according to their distance from a zero point. The
representation of a number line can start and end on any number.

number sentence

A number sentence uses numerals and mathematical symbols. A number sentence may be used
instead of the word equation. For example:

§ instead of writing 6 apples plus 7 apples equals 13 apples, the number sentence would be 6 +
7 = 13.
numerator

a a
In the fraction , a is the numerator. If an object is divided into b equal parts, then the fraction
b b
represents a of these parts all together.

1
For example, if a line segment is divided into 5 equal parts, each of these parts is one-fifth ( ) of
5
3
the whole and 3 of these parts taken together corresponds to the fraction .
5
numerical variable

Variables whose values are numbers, and for which arithmetic processes such as adding and
subtracting, or calculating an average, make sense.

A discrete numerical variable is a numerical variable, each of whose possible values is separated
from the next by a definite 'gap'. The most common numerical variables have the counting
numbers 0, 1, 2, 3, … as possible values. Others are prices, measured in dollars and cents.

For example, the number of children in a family or the number of days in a month.

object

A three-dimensional solid.

obtuse angle

An angle bigger than a right angle (90°) but smaller than a straight angle (2 right angles, or 180°).

one-to-one data display

Display of data using objects and pictures where one object or picture represents one data value.

operation

The process of combining numbers or expressions. Operations are arithmetic – addition,

subtraction, multiplication and division – and also include exponentiation and substitution.

origin

The point of intersection of the x - and y -axes on the Cartesian plane.

outcome

Possible result from an experiment or trial.

Mathematics K–10 Page 161 of 179

outlier

A data value that appears to stand out from the other members of the dataset by being unusually
high or low.

parabola

The graph of y=x 2. The point ( 0 , 0 ) is called the vertex of the parabola and the y -axis is the axis of
symmetry of the parabola.

Some other parabolas are the graphs of y=a x2 +b x +c where a ≠ 0 .

parallel

Two lines in the same plane that have no points of intersection and have the same gradient
(slope). The symbol ∥ is used to express that one ray or line segment is parallel to another.

partition

Partitioning is dividing a quantity into parts.

In the early years it commonly refers to treating whole numbers as made up of two parts (number
bonds), eg 10 is 8 and 2.

In later years it refers to dividing both continuous and discrete quantities into equal parts (equi-
partitioning) when learning about fraction and division concepts.

path (networks)

A sequence of consecutive edges in a graph. The length of the path is the number of edges
traversed.

pattern

A pattern in mathematics is made up of a number of elements that repeat or follow a rule.

Mathematics K–10 Page 162 of 179

Examples:

§ a repeating pattern is square, triangle, square, triangle ...

§ a growing pattern is 2, 4, 6, 8, 10.
pentagon

A polygon with five sides.

See polygon

percentage error

The absolute error of a measurement expressed as a percentage of the recorded measurement.

perpendicular

Two lines, rays, line segments, vectors, planes or other objects that intersect at a 90° angle (a right
angle).

pi

The ratio of the circumference of any circle to its diameter. It is denoted by the Greek letter π (pi).
22
Approximate values are 3.14 or .
7
picture graph

Display of data using images, symbols or pictures to represent data in categories.

piecework

Employment where a worker is paid a fixed rate for each item produced or action performed
regardless of the time taken.

place value system

The place value system has 4 properties: positional, base-ten, additive and multiplicative.

The value of a digit is determined by its position in a number relative to the ones (or units) place.
For example:

§ in the number 924, the 4 denotes 4 ones, the 2 denotes 2 tens or 20 ones, and the 9 denotes 9
hundreds, 90 tens or 900 ones.
planar graph

A connected graph that is drawn within a plane whose edges do not cross.

Mathematics K–10 Page 163 of 179

point

Representation of a location in space that has zero dimensions. Lines, curves, shapes, surfaces
and objects are constructed from sets of points. Points in the Cartesian plane are specified by
coordinates.

polygon

Plane shape bounded by 3 or more line segments.

polynomial

The sum of several terms that contain different powers of the same variable.

population

The complete set of individuals, objects, places, etc, that we want information about.

prime factor

A prime factor of a natural number n is a factor of n that is a prime number.

For example, the prime factors of 330 are 2, 3, 5 and 11.

principal

The total amount of money borrowed or invested on which interest is calculated. Also referred to as
present value ( P V ).

probability

The chance of something happening shown on a scale from 0 and 1 (inclusive). For example, the
probability that a fair coin toss will come up ‘heads’ is 0.5.

pronumeral

A letter or symbol that is used to represent a value in a problem that can vary or change. Also
known as a variable.

proof

A rigorous mathematical argument that demonstrates the truth of a given proposition. A

mathematical statement that has been established by means of a proof is called a theorem.

proportion

A constant ratio between corresponding elements of 2 sets. For example, the circumference and
diameter of a circle are in proportion as their ratio is the constant π (pi).

Pythagoras' theorem

The square of the length of the hypotenuse, c , of a right-angled triangle equals the sum of the
squares of the lengths of the other 2 sides, a and b , such that c 2=a2+ b2.

quadratic equation

A quadratic expression that has a particular value. The general quadratic equation in one variable
is a x 2 +b x +c=0 , for constants a , b , c and where a ≠ 0 .

Mathematics K–10 Page 164 of 179

quadratic expression

An expression that contains one or more of the terms in which the variable is raised to the second
power, but no variable is raised to a higher power. Its general form is a x 2 +b x +c , where a ≠ 0. Also
known as a quadratic function.

quadratic formula

The roots of a quadratic equation a x 2 +b x +c=0 where a ≠ 0 are given by the quadratic formula:

−b ± ❑√b 2−4 a c
x= .
2a
quantity value

The amount a digit represents in a number. For example:

§ the quantity value of the five in 546 is 500, and the quantity value of the four is 40.
quartiles

The values that divide an ordered dataset into 4 (approximately) equal parts. There are 3 quartiles.
The first, the lower quartile ( Q1 ), divides off (approximately) the lower 25% of data values. The
second quartile ( Q2 ) is the median. The third quartile, the upper quartile ( Q3 ), divides off
(approximately) the upper 25% of data values.

quotient

The result of dividing one number or algebraic expression by another.

radius

The distance from the centre of a circle to any point on its perimeter. It is equal to half of the
circle’s diameter.

random number

A number whose value is governed by chance. For example, the number of dots showing when a
fair die is tossed. The value of a random number cannot be predicted in advance.

range (function)

The set of values of the dependent variable for which a function is defined.

ratio

A comparison of magnitudes of sets, quantities of the same kind, or algebraic expressions. It is

often used as a comparison a ∶ b of the size of 2 (or more) quantities relative to each other.

Mathematics K–10 Page 165 of 179

rational number

m
An element of the infinite set of numbers Q=¿ {
, where m and n are integers and n ≠ zero}. It
n
1 4
may be expressed in decimal form, eg =0.125 and =0.444 …
8 9
ray

The part of a line that starts at a point and continues in a particular direction to infinity.

reciprocal

1
If x is any real number then the reciprocal of that number will be . For example, the reciprocal of
x
1
4 is .
4
rectangle

A four-sided shape (quadrilateral) with opposite sides of equal length and all four interior angles
equal (right angles).

recurring decimal

A decimal expansion of a number that contains a finite sequence of digits that repeats indefinitely,
such as 34.271271271 . .. The repeating sequence is often designated by a bar over it, such as
34. 271. Every recurring decimal is the decimal expansion of a rational number.
reflection

A transformation of a shape formed by creating a mirror image on the other side of a given line.

reflex angle

An angle that measures between 180 and 360 degrees, ie between 2 and 4 right angles.

regular shape

A two-dimensional polygon with all sides and all interior angles equal. A square is an example of a
regular shape.

relation

A correspondence (map) between the elements of 2 sets, eg ‘favourite colour’ related to the set of
students in a class (the domain) and the set of colours (the co-domain).

relative frequency

f
Given by the ratio , where f is the frequency of occurrence of a particular data value or group of
n
data values in a dataset and n is the number of data values in the dataset.

remainder

The part 'left over' when dividing a number into equal groups. The remainder forms part of the next
group.

Mathematics K–10 Page 166 of 179

Extended in 7–10: The amount left over when one number or algebraic quantity a is divided by
another b . If a is divisible by b , then the remainder is 0. For example, when 68 is divided by 11, the
remainder is 2, because 68 can be expressed as 68=6 ×11+ 2.

repeated addition

An early strategy for solving multiplication problems used to add groups of the same quantity. For
example:

§ 3 + 3 + 3 + 3 to solve 4 groups of 3.
rhythmic counting

Rhythmic counting refers to the repeated sound pattern that students may use to vocalise the
count – creating a beat to emphasise the pattern.

rounding

The process for approximating a value that lies between 2 known values. It is used to specify a
number correct to a given accuracy. For example, 4.027 becomes 4.03 when rounded to 2 decimal
places.

sample

A subset of a population used to estimate characteristics of the population. For example, a

randomly selected group of 8-year-olds (sample) selected to estimate the height of 8-year-olds in
Australia (population).

sample space

The set of all possible outcomes of a chance experiment. For example, the set of outcomes (also
called sample points) from tossing 2 heads is {HH, HT, TH, TT}, where H represents a ‘head’ and T
a ‘tail’.

scatter plot

A visual representation of bivariate numerical data using the position of each dot on the horizontal
and vertical axis to indicate the numerical values for an individual data point. Scatter plots are used
to observe relationships between variables.

scientific notation

A way of writing numbers that are too big or too small to be written in an accessible way. It uses
powers of 10. For example, the scientific notation for 34 590 is 3.459 ×10 4.

secant

The straight line passing through 2 points on the graph of a function.

sector

The plane figure enclosed by 2 radii or a circle and the arc between them.

segment

A plane figure enclosed by a chord and the arc joining the endpoints of a chord.

Mathematics K–10 Page 167 of 179

set

A collection of objects or elements, usually specified by listing its elements, eg {1 , 2 ,3 , 4 }; by

describing it in words, eg ‘the set of primes’; or by using a rule such as {(x , y ): y=2 x+1 , x ∈ N } .

shape

A two-dimensional closed figure.

sharing division

Sharing (partitive) division requires finding how many are in each group, eg if 12 marbles are
shared between 3 students, how many does each student get?

When sharing, the quotient represents the quantity of shared objects in each group.

side

A side is the line segment joining two vertices of a two-dimensional shape.

significant figures

Each of the digits of a number that are used to express it to the required degree of accuracy,
starting from the first non-zero digit. For example, 0.000034=3.4 × 10−5has 2 significant figures
and when 123 456 is rounded to 3 significant figures, the result will be 123 000.

similarity

When the enlargement of one figure is congruent to another figure. Similar figures have
corresponding lengths in the same proportion, are the same shape and have equal corresponding
angles.

simple interest

The interest accumulated when the interest payment in each period is a fixed percentage of the
principal (the initial lump sum of money).

Mathematics K–10 Page 168 of 179

The simple interest formula is given by I =P R n where I is the interest earned, P is the principal
value invested, R is the rate of interest and n is the number of time periods over which the interest
is applied.

simulation

A recreation of random phenomena used to collect probability data through either physical or
virtual manipulatives such as spinners, coins and cards or computer-generated simulations which
can be performed a large number of times.

simultaneous equations

A set of 2 or more equations, each containing 2 or more variables whose values can
simultaneously satisfy all the equations in the set, the number of variables being equal to or less
than the number of equations in the set.

sine ratio

opposite
In any right-angled triangle, sin θ= where 0° < θ<90° .
hypotenuse

skewness

A measure of asymmetry (non-symmetry) in a distribution of values about the mean of a set of

data.

skip counting

Skip counting is counting forwards or backwards in groups or multiples of a particular number, eg

5, 10, 15, 20 ...

slide (translation)

Sliding a shape without turning it.

square

A four-sided shape (quadrilateral and a parallelogram) with all sides of equal length and all four
interior angles equal (right angles).

square numbers

The result of multiplying a natural number by itself. For example 16=4 × 4=42, and is an element
of the set {0 ,1 , 4 ,9 , 16 , 25 . .. }.

square root

A value that when multiplied by itself gives the original number. The positive square root of a given
real number x is the positive real number y such that y 2=x .

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standard deviation

A measure of the variability or spread of a dataset. It gives an indication of the degree to which the
individual data values are spread around their mean.

stem-and-leaf plot

A method of organising and displaying numerical data in which each data value is split into 2 parts,
a 'stem' and a 'leaf'.

For example, the stem-and-leaf plot below displays the resting pulse rates of 19 students. The
stem is on the left side of the vertical line and the leaves are on the right side.

subtend

In geometry, an angle subtended by an arc or interval is the angle whose 2 rays pass through the
endpoints of the arc or interval. A possible synonym for ‘subtends’ is ‘makes’.

superimposed

To place or lay on top of.

supplementary angles

Two adjacent angles that form a straight angle and whose sum is 180 degrees (a straight angle).
For example, 45° and 135° are supplementary angles.

surd

A numerical expression involving one or more irrational roots of numbers.

surface

The flat or curved area of an object. A surface with straight edges is called a face, a surface with a
curved boundary is called a curved surface.

See face

surface area

The measure of the total area of the surface(s) of a 3-dimensional shape or object. For example,
the surface area of a cube with side length 5 units is 150 square units.

symmetrical distribution

When the 2 sides of the distribution are a mirror image of each other. A normal distribution is a true
symmetric distribution of observed values.

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table

An arrangement of information in rows and columns.

tangent

A line that intersects a circle at just one point. It touches the circle at that point of contact but does
not pass inside it.

tangent ratio

The ratio of the length of the altitude, a , of a right-angled triangle to the length of its base, b , for a
given base angle, theta, θ .

opposite
In any right-angled triangle, tanθ= , where 0 ° ¿ θ<¿ 90 °.
adjacent

taxable income

The amount of yearly income that is used to calculate an individual’s or company’s payable income
tax.

terminating decimal

A decimal expansion of a number which has a finite number of non-zero digits, eg 3.125. Every
terminating decimal represents a rational number where the denominator is a power of 10.

trail (networks)

A walk where no edges are repeated.

transversal

A line that intersects 2 other lines obliquely.

tree diagram

A diagram consisting of line segments (edges) connected to points (vertices) like the branches of a
tree. It shows the relationship between sets, events, or the set of outcomes of a multi-step random
experiment.

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triangle

A closed shape with exactly three straight sides and three interior angles.

trigonometric ratios

The relationships between the angles and sides of right-angled triangles, and the 3 basic
trigonometric ratios, sine, cosine and tangent.

true bearing

Measured in degrees clockwise from true north and written with 3 digits to specify the direction.
For example, the direction of north is specified 000 °T, east is specified as 009 °T, south is specified
as 180°T and north-west is specified as 315°T.

two-dimensional

Having length and width only (with no depth).

two-way table

A common way of displaying the two-way frequency distribution that arises when a group is
categorised according to 2 criteria.

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uniform

Means ‘the same as’. Used to refer to units of the same size used for measuring.

unit circle

A circle with a radius of 1 unit.

variable (algebra)

Things that are measurable or observable that are expected to either change over time or between
individual observations. They are often designated by symbols, such as n , x and y , to represent
members of a set.

For example, the variable x could represent an unspecified real number.

variable (statistics)

Something measurable or observable that is expected to change either over time or between
individual observations.

For example, the age of students, their hair colour or a playing field's length or its shape.

Venn diagram

Graphical representations, using several typically overlapping circles, showing elements of sets in
relation to properties or attributes. They are drawn for some specified universal set.

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vertex

Where 2 straight sides of a two-dimensional shape meet.

Extended in 7–10: A vertex is a point in the plane where lines meet and do not extend beyond, or a
point in space where several edges meet. A vertex can also refer to a node in a network.

vertical line test

Determines whether a relation or graph is also a function. If a vertical line intersects or touches a
graph at more than one point, then the graph is not a function.

vertically opposite angles

Two pairs of vertically opposite angles formed at the point of intersection of 2 lines in a plane.
Vertically opposite angles are equal.

volume

The amount of space occupied by an object.

walk (networks)

A sequence of edges and vertices in a network.

weight

The measure of the force of gravity acting on a body with a given mass. An object can be
weightless without its mass being zero. The term ‘weight’ is used as a synonym for mass when the
concept of gravitational force has not been introduced.

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Global Terms
Aboriginal and Torres Strait Islander Peoples

Aboriginal Peoples are the first peoples of Australia and are represented by more than 250
language groups, each associated with a particular Country or territory. Torres Strait Islander
Peoples are represented by 5 major island groups, and are associated with island territories to the
north of Australia’s Cape York which were annexed by Queensland in 1879.

An Aboriginal and/or Torres Strait Islander person is someone who:

§ is of Aboriginal and/or Torres Strait Islander descent

§ identifies as an Aboriginal person and/or Torres Strait Islander person, and
§ is accepted as such by the Aboriginal and/or Torres Strait Islander community(ies) in which
they live.
Aboriginal English

A recognised dialect of English which is the first, or home language, of many Aboriginal people. It
differs from other dialects of English, such as Standard Australian English, in systematic ways
including sounds, grammar, words and their meanings, and language use. Aboriginal English is a
powerful vehicle for the expression of Aboriginal identity. Aboriginal English is not a target
language study option for NSW Aboriginal Languages syllabuses.

Aboriginal Songline(s)

Texts that describe landscapes and directions of the tracks forged in lands, waters and skies by
Creator Spirits during the Dreaming.

accessibility

The extent to which a system, environment or object may be used irrespective of a user’s
capabilities or abilities. For example, the use of assistive technologies (AT) to allow people with
disability to use computer systems, or the use of icons in place of words to allow young children to
use a system.

assistive technology (AT)

A device or system whose primary purpose is to maintain or improve an individual's functioning

and independence to facilitate participation and enhance overall wellbeing. This includes
technologies specifically designed to meet an individual's needs, eg eye gaze technology, as well
as more general technologies that can be used by anyone, eg speech-to-text applications.
Assistive technology can also be referred to as inclusive technology.

augmentative and alternative communication (AAC)

An umbrella term that encompasses the communication methods used to supplement or replace
speech or writing. AAC can be unaided, such as gestures, body language and sign language, or
aided such as pictures, symbols, objects or speech generating devices.

See communication systems

communication forms

The ways people communicate and the communicative behaviours they use. Communication
forms can be non-symbolic and/or symbolic. Non-symbolic forms include sounds, gestures, facial
expressions and eye movements. Symbolic forms can be aided or non-aided. Aided forms of

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symbolic communication include objects, symbols, photographs and drawings. Aided forms can be
digital. Non-aided forms of symbolic communication include formal gestures; speech; and signs,
such as Key Word Sign.

copyright

The protection provided to the creators of original works and makers of sound recordings and films,
that offers a legal framework for the control and reproduction or transmission of their literary,
dramatic, artistic or musical works.

Country/Place

Country is used to describe a specific area of a nation or clan including physical, linguistic and
spiritual features. Aboriginal communities’ cultural associations with their Country may include or
relate to languages, cultural practices, knowledge, songs, stories, art, paths, landforms, flora,
fauna and minerals. These cultural associations may include custodial relationships with particular
landscapes such as land, sea, sky, rivers as well as the intangible places associated with the
Dreaming(s). Custodial relationships are extremely important in determining who may have the
capacity to authentically speak for their Country.

Place is a space mapped out by physical or intangible boundaries that individuals or groups of
Torres Strait Islander Peoples occupy and regard as their own. It is a space with varying degrees
of spirituality.

culture

The customs, habits, beliefs/spirituality, social organisation and ways of life that characterise
different groups and communities. Cultural characteristics give a group or individual a sense of
who they are and help them make sense of the world in which they live. Culture is a shared system
but inherently diverse – there can be individual and group differences within cultures. Everyone
has culture – it is a lens through which we see the world.

custodians

In Aboriginal communities, an individual charged with maintaining and passing on particular

elements of cultural significance, eg language, stories, songs, rituals and imagery.

See owners

d/Deaf

When referring to deaf people who belong to a linguistic and cultural minority known as the Deaf
community, the 'D' may be capitalised in reference to the individual, the group, or the culture in
order to accord respect and deference, for example, the Deaf community. When referring simply to
audiological status or when cultural affiliation is not known, as in the case of a person with a
hearing loss in general, the lowercase 'd', as in 'deaf' is the more common usage.

Deaf

A cultural identity for people with hearing loss who share a common culture and who usually have
a shared sign language.

disability

An umbrella term for any or all of the following components:

§ impairments: challenges in body function or structure

§ activity limitations: difficulties in executing activities

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§ participation restrictions: challenges an individual may experience in involvement in life
situations. (World Health Organization)
diversity

Differences that exist within a group, for example, age, sex, gender, gender expression, sexuality,
ethnicity, ability/disability, body shape and composition, culture, religion/spirituality, learning
differences, socioeconomic background, values and experiences.

Dreaming

The Dreaming has different meanings for different Aboriginal groups. The Dreaming can be seen
as the embodiment of Aboriginal creation which gives meaning to everything; the essence of
Aboriginal beliefs about creation and spiritual and physical existence. It establishes the rules
governing relationships between the people, the land and all things for Aboriginal Peoples. The
Dreaming is linked to the past, the present and the future. Where appropriate, refer to Aboriginal
names for the Dreaming.

Elders

The custodians of knowledge and lore. They are chosen and accepted by their own communities
as people who have the permission to disclose cultural knowledge and beliefs. Recognised Elders
are highly respected people within Aboriginal communities. Proper consultation with local
Aboriginal communities will often direct schools to recognised Elders.

first language(s)

The first language(s) that a person learns to speak.

Indigenous

An internationally recognised term for the first peoples of a land. In NSW the term Aboriginal
person/Peoples is preferred.

See Aboriginal and Torres Strait Islander Peoples

Indigenous cultural and intellectual property (ICIP)

Includes, but is not limited to, objects, sites, cultural knowledge, cultural expression and the arts,
that have been transmitted or continue to be transmitted through generations as belonging to a
particular Indigenous group or Indigenous people as a whole or their territory.

See intellectual property

intellectual property

Non-material assets such as forms of cultural expression that belong to a particular individual or
community. Intellectual property rights refer to the rights that the law grants to individuals for the
protection of creative, intellectual, scientific and industrial activity, such as inventions.

See Indigenous cultural and intellectual property (ICIP), and copyright

Key Word Sign

A communication strategy that incorporates signing with speech. It is used to support language
development for people with communication difficulties. Although Key Word Sign uses a simplified
form of manual signing, it is different to Auslan, as it is not a signed language.

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kinship

A key aspect of Aboriginal cultures and values. It includes the importance of all relationships and of
being related to and belonging to the land.

language group

An Aboriginal community identified with a common language, both verbal and nonverbal, and with
a particular territory. Used in preference to the term ‘tribe’.

language revival

The process and range of strategies for increasing knowledge and use of a language that is no
longer spoken fluently across all generations in the context of language loss or language
dispossession caused by colonisation. Aboriginal Languages and Torres Strait Islander Languages
are being revived through community initiatives, linguistic research and school
programs. ‘Language revival’ may be used as an overarching term that could also include
‘reclamation’, ‘revitalisation’, ’renewal’ and ‘reawakening’.

local Aboriginal community

A local Aboriginal community is constituted by those people who are Aboriginal and who reside in
the near locality. Aboriginal communities will have a rich and diverse history that has been
seriously affected by dispossession and relations, which sees families with spiritual connection to
Country residing beside those who have been forced to move from other locations. The notion of
locality is complex and multilayered: schools should seek advice from a range of people and/or
organisations representing local interests.

See community(ies)

off-Country

Taking place away from Aboriginal land or Country of origin.

See Country/Place

on-Country

Taking place on Aboriginal land or Country of origin.

See Country/Place

owners

Each Aboriginal Language is recognised as belonging to a particular geographical area and thus to
the people who can claim a connection to that area. Aboriginal community members acquire
ownership of their language(s) at birth. Language proficiency is not essential for ownership.

See custodians

protocols

The appropriate ways of behaving, communicating and showing respect for diversity of history and
culture. This involves appreciation of the knowledge, standing and status of people within the local
Aboriginal community and the school community. Protocols inevitably vary between communities,
and between people within a community. In establishing a partnership between schools and
Aboriginal communities, it is especially important that protocols are acknowledged and respected.

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respect

A term used commonly in NSW Aboriginal communities to refer to the way an individual treats
others. Showing respect occurs in many ways, such as waiting to speak, listening and
demonstrating understanding, not asking too many direct questions, ensuring that people are not
made to feel uncomfortable or uneasy, and generally showing regard for others’ ideas, beliefs and
culture.

sign

Hand signs (or hand talk) used to supplement or replace oral language. Signs form part of
nonverbal communication for Aboriginal and Torres Strait Islander Peoples and may be used by
people who are hearing, or d/Deaf or hard of hearing. Aboriginal and Torres Strait Islander Sign
Languages may be used in some areas. Some Sign Languages may be associated with sacred
ceremonial practices.

signage

The use of words, graphic designs and/or symbols used to communicate a message, eg
information signs, plaques, warning signs, road signs, signs that show direction.

switch

A type of assistive technology that enables people with cognitive and/or physical disability to
access a range of devices, including computers and communication devices. Switches can be
activated by touch, or triggered without contact, such as through eye gaze, sound or blowing.

See assistive technology (AT)

yarning circle

Yarning circles are an important cultural practice for Aboriginal and Torres Strait Islander Peoples
to learn within the collective group. Knowledge and information are shared in harmony and respect
with all individuals.

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